Document Type : Research Paper


Department of Language and Literature, Yazd University, Yazd, Iran



With the advent of artificial intelligence (AI) tools, language teachers are presented with new possibilities for addressing challenges in language education. This intervention study aimed to investigate views from ESL teachers on the benefits and challenges of integrating ChatGPT, an AI language model developed by OpenAI (OpenAI, 2023), into ESL classrooms for personalized language learning. The study, carried out in two upper-secondary schools, combines teacher questionnaires and interviews with a personalized learning intervention based on ChatGPT. The primary focus was on understanding the effect of ChatGPT-based personalized learning assignments on learners' grammatical knowledge in a local classroom setting. Through the questionnaire, initial teacher concerns regarding the precision, dependability, and helpful application of AI tools were investigated. Despite these reservations, the intervention demonstrated a notable decrease in grammatical errors in student writings. Subsequent interviews revealed a positive shift in teacher perceptions, indicating increased receptivity to AI-based approaches after witnessing positive outcomes. The study highlights the importance of teacher training and hands-on experience in overcoming initial hesitations associated with AI tool adoption in pedagogical practices. Moreover, the promising results suggest that AI-powered instruments, like ChatGPT, have the potential to enhance personalized language learning. This highlighted the importance of educators developing their TPACK to overcome reservations and fully utilize ChatGPT's potential for enhancing personalized learning. The findings of study served as a proof for the use of ChatGPT-based personalized learning assignments to address local needs at the schools in question.


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