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
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 school...
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| Format: | Article |
| Language: | English |
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Castledown Publishers
2025-05-01
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| Series: | Technology in Language Teaching & Learning |
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| Online Access: | https://www.castledown.com/journals/tltl/article/view/102516 |
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| author | Ka Yan Choi Chenze Wu Benjamin Luke Moorhouse |
| author_facet | Ka Yan Choi Chenze Wu Benjamin Luke Moorhouse |
| author_sort | Ka Yan Choi |
| collection | DOAJ |
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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.
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| format | Article |
| id | doaj-art-368771433dc6438ba6dcbc12ce3dfb64 |
| institution | DOAJ |
| issn | 2652-1687 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Castledown Publishers |
| record_format | Article |
| series | Technology in Language Teaching & Learning |
| spelling | doaj-art-368771433dc6438ba6dcbc12ce3dfb642025-08-20T03:12:28ZengCastledown PublishersTechnology in Language Teaching & Learning2652-16872025-05-017210.29140/tltl.v7n2.102516Exploring the use of Generative Artificial Intelligence (GenAI) in English language teaching: Voices from in-service teachers at an early-adopting Hong Kong secondary schoolKa Yan Choi0Chenze Wu1Benjamin Luke Moorhouse2Hong Kong Baptist UniversityHong Kong Baptist UniversityCity University of Hong Kong 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. https://www.castledown.com/journals/tltl/article/view/102516Generative Artificial IntelligenceEnglish language teachingin-service teacherssecondary schools |
| spellingShingle | Ka Yan Choi Chenze Wu Benjamin Luke Moorhouse 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 Technology in Language Teaching & Learning Generative Artificial Intelligence English language teaching in-service teachers secondary schools |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | Generative Artificial Intelligence English language teaching in-service teachers secondary schools |
| url | https://www.castledown.com/journals/tltl/article/view/102516 |
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