Exploring the use of Generative Artificial Intelligence (GenAI) in English language teaching: Voices from in-service teachers at an early-adopting Hong Kong secondary school

Abstract

The launch of ChatGPT has drawn public attention to the potential of Generative Artificial Intelligence (GenAI) tools due to its high accessibility and affordances. Many language teachers have attempted to integrate GenAI tools into their teaching practices. Although some Hong Kong secondary schools have started incorporating AI tools to teach science and technology-related subjects, schools integrating GenAI tools in language education are still scanty. Therefore, this qualitative case study used an in-depth focus-group interview with three in-service English language teachers in an early-adopting Hong Kong secondary school to explore their experiences of utilising GenAI tools in actual teaching practices and the underlying factors facilitating or hindering the application of GenAI in English language teaching. The findings showed that GenAI tools could be used to assist teachers in various tasks, including proofreading, generating teaching and assessment materials, offering feedback and suggestions, etc. The findings indicated that environmental factors, benefits to students’ language learning, and benefits to teachers’ professional work were the enablers for English teachers to integrate GenAI tools. Moreover, limitations of GenAI tools and teachers’ internal hindrance were identified as the barriers to incorporating GenAI in English language teaching. Practical implications and limitations are discussed.

Keywords

• Generative Artificial Intelligence
• English language teaching
• in-service teachers
• secondary schools