Between Promise and Caution: EFL Teachers’ Perceptions of ChatGPT in B2 Reading Instruction in Greek Secondary Schools
Year: 2026
Type: article
Study design: Observational Study
Abstract: The rapid rise of generative artificial intelligence (AI) and large language models (LLMs) such as ChatGPT is reshaping the landscape of language education, opening new pedagogical possibilities while simultaneously raising significant concerns. This study investigates the perceptions of Greek EFL teachers in secondary education regarding the use of ChatGPT in B2-level reading instruction. Drawing on a mixed-methods design, the study combines an online Likert-scale questionnaire (N=30) with illustrative teaching materials drawn from four reading lessons from the author’s own classroom practice in a state secondary school. Findings indicate that 70.0% of teachers already use ChatGPT to some degree and that the majority view it positively for timesaving, vocabulary support, inference questions, and material differentiation. However, only 26.7% believe it can support the development of critical reading, and teachers express serious reservations about academic integrity, the accuracy of AI-generated content, prompt dependency, and the potential erosion of pedagogical creativity. Most teachers (63.3%) systematically review AI-generated materials before using them in class. Based on these findings, the study proposes a model of “conditional adoption” of AI in the school context, emphasizing the critical role of pedagogical oversight and institutional governance.
DOI: 10.63329/av3nz12332
Author: Aglaia Rouki
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7225581808