Thai Secondary School English Teachers’ Perceptions of ChatGPT in English Education
- 주제어 (키워드) ChatGPT , Thai EFL context , Teacher perceptions , AI-assisted language instruction , Student writing and critical thinking , Lesson planning support , Ethical concerns in ELT , TESOL teacher training
- 발행기관 서강대학교 일반대학원
- 지도교수 유원호
- 발행년도 2025
- 학위수여년월 2025. 8
- 학위명 석사
- 학과 및 전공 일반대학원 영어영문학과
- 실제 URI http://www.dcollection.net/handler/sogang/000000081758
- UCI I804:11029-000000081758
- 본문언어 영어
- 저작권 서강대학교 논문은 저작권 보호를 받습니다.
초록 (요약문)
This study investigates Thai secondary school English teachers’ perceptions of ChatGPT in language education, offering context-sensitive insights from an underexplored Southeast Asian EFL setting. Employing a mixed-methods approach, data were collected from 31 teachers through surveys and five semi- structured interviews. While most participants reported moderate to high familiarity with ChatGPT and valued its utility for lesson planning and grammar support, they also expressed serious concerns about student overreliance, plagiarism, and diminished critical thinking. Teachers shared direct classroom experiences in which students bypassed authentic learning by submitting AI-generated work, highlighting a growing disconnect between productivity and pedagogical depth. Despite these concerns, teachers were cautiously open to integrating ChatGPT, contingent upon access to structured training, ethical guidelines, and institutional support. A key finding is the teachers’ strong call for student AI literacy and policy-level clarity, reflecting the pressures of an exam-oriented system and digital inequality across Thai schools. Rather than rejecting the technology outright, participants advocated for its use as a supplementary tool within human-centered instruction. These findings contribute to the global discourse on AI in education by foregrounding how sociocultural and infrastructural contexts shape adoption, resistance, and professional readiness in EFL classrooms.
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Content i
Abstract v
1. Introduction 1
2. Literature Review 3
2.1 Introduction to AI in Education 3
2.2 AI in Language Education 4
2.3 Teachers' Perceptions and Attitudes toward ChatGPT 5
2.4 Studies in Thai Context 6
2.5 Summary and Gap Identification 7
3. Methodology 9
3.1 Research Design 9
3.2 Participants 9
3.3 Research Instruments 12
3.3.1 Questionnaire 12
3.3.2 Semi-Structured Interviews 12
3.4 Data Collection Procedures 13
3.5 Data Analysis 13
3.5.1 Quantitative Analysis 13
3.5.2 Qualitative Analysis 14
3.6 Trustworthiness and Validity 14
4. Analysis & Discussion 16
4.1 Familiarity and General Perceptions of ChatGPT 16
4.2 Challenges and Ethical Concerns 22
4.3 Intentions to Integrate and Support Needed 29
5. Conclusion 37
5.1 Summary of Main Findings 37
5.2 Limitations 38
5.3 Recommendations for Future Research 39
References 41
Appendix A 51
Appendix B 54
