Teacher’s Perceptions of Integrating ChatGPT into Secondary ESL Learners’ Speaking Activities

Abstract

This qualitative research explores secondary school ESL teachers’ perceptions of integrating ChatGPT into speaking activities. The study aims to examine how ChatGPT is integrated into ESL speaking instruction and to identify the challenges faced by teachers during its implementation. Data were collected through semi-structured interviews and open-ended questionnaires involving three secondary school ESL teachers. The research was conducted using a qualitative research design and the data were analysed using thematic analysis to explore the patterns related to practices, the benefits, and limitations. The findings showed that ChatGPT is perceived as a supportive pedagogical tool that enhances students’ pronunciation, speaking confidence, and engagement by providing a low-anxiety and non-judgemental learning environment. Moreover, ChatGPT assists teachers in managing instructional constraints such as limited lesson time and large class sizes. However, challenges including infrastructural limitations, students’ limited language proficiency, and concerns over student over-reliance on AI were also identified. The study highlights the effectiveness of ChatGPT in English speaking activities and the importance of the ethical use of ChatGPT in secondary ESL speaking instruction.