Digital Competences: Early Childhood Teachers’ Beliefs and Perceptions of ChatGPT Application in Teaching English as a Second Language (ESL)

Abstract

In artificial intelligence (AI), second language learners can get unlimited assistance in learning their language skills through advanced AI-powered chatbots, primarily ChatGPT. This study performed an in depth investigation into understanding early childhood (EC) teachers’ beliefs and perceptions about teaching children English as a second language (ESL) to improve their learning through using ChatGPT. The quantitative method was applied, and the data were collected through an online self administered questionnaire that was directed to EC teachers (N = 543) from the city of Mecca, Saudi Arabia. The participating EC teachers reported a high need for training associated with their social awareness of applying ChatGPT in teaching practices. The respondents had positive attitudes towards applying ChatGPT in teaching ESL and believed it is a very useful pedagogical tool in EC settings. However, they expressed their concern about the potential risks of ChatGPT on young children who have less knowledge and inadequate digital skills. These valuable results offer decision-makers and educators clear insight into preparing teachers on how to use ChatGPT as an educational tool, review its issues, use it safely and fairly, and have the confidence to take responsibility as digital citizens to be able to achieve the desired learning outcomes. These valuable findings not only outline a clear path to address the practical digital challenges faced by EC teachers but also inspire researchers to conduct further investigations into its role and potential influence in teaching in ESL contexts.

The use of ChatGPT in teaching and learning: a systematic review through SWOT analysis approach

“…We also noted that all 51 included studies were published in (Limna et al, 2023). For example, English teachers exhibit positive attitudes towards ChatGPT and acknowledge its diverse applications (Allehyani and Algamdi, 2023;Ulla et al, 2023). University lecturers generally have positive attitudes about using ChatGPT in their teaching practice (41.4%) (Kiryakova and Angelova, 2023).…”

“…Additionally, there may be cases where the answers are contradictory, raising concerns about the accuracy of information provided (Stojanov, 2023). Teachers expressed concern that beginners lacking the necessary knowledge and skills to interact critically with ChatGPT may have difficulty using the technology effectively (Allehyani and Algamdi, 2023;Stojanov, 2023). For such learners, identifying inaccurate or misleading information in generated content can be difficult.…”