Teachers’ Practices and Perceptions of Technology and ChatGPT in Foreign Language Teaching in Jamaica
Year: 2025
Type: article
Study design: Observational Study
Abstract: Both the Covid-19 pandemic and the emergence of ChatGPT have influenced technology integration in teaching and learning. In Jamaica, few studies have examined the impact of ChatGPT on students’ learning and academic performance; however, no known research has specifically addressed its effects on foreign language (FL) teachers. The purpose of this study, therefore, is to explore evaluate teachers’ practices and perceptions of technology and ChatGPT in FL teaching in Jamaica. The current study collected data from 28 English, French and Spanish teachers who teach across the primary, secondary, and tertiary levels of the education system. A Google Forms questionnaire, which was circulated via FL teachers’ WhatsApp groups, was used to collect data over a two-month period through purposive and convenient sampling strategies. The study found that teachers utilize a variety of technological tools to enhance the teaching and learning experience. Findings also indicate that technology and ChatGPT present both benefits and challenges to the FL classroom. Furthermore, the study reveals that ChatGPT helps teachers to save time and energy; however, teachers must carefully scrutinize the information generated by the chatbot before passing it on to students. The study has implications for teacher training and professional development.
DOI: 10.54855/ijli.25421
Authors: N Oneil Madden, Sheldon Gordon, Rovel Chambers, Jason-Lee Daley, Dave Foster, Malik Ewan
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411100234