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Arab World English Journal (AWEJ) Volume 17. Number 1, March 2026 Pp.103-115
Department of Foreign Languages, Jazan University, Jazan, Saudi Arabia
Department of English, University College Al-Dayer
Jazan University, Jazan, Saudi Arabia
This study examines the growing role of Artificial Intelligence (AI) based tools, especially ChatGPT, in current language education by examining teachers’ perceptions of its integration into language learning and academic contexts. Using a mixed-methods design that combines Likert-scale survey data with qualitative responses and semi-structured interviews, the study explores teachers’ views on ChatGPT’s role in language acquisition and academic writing. The findings reveal a mostly positive perception of its pedagogical worth, explicitly in developing instructional efficiency and learner engagement, while also underscoring concerns related to academic integrity, overreliance, and ethical use. The results further prove how educators perceive ChatGPT’s influence on student interaction, language development, and learning outcomes. Finally, the study adds empirical insights into the benefits and challenges of AI-assisted learning and offers informed recommendations for the responsible and effective integration of ChatGPT in educational contexts.
Sharma, V. K., & George, R. (2026). Teachers’ Perceptions and Experiences of ChatGPT Integration in Language Learning and Academia: A Mixed-Method Study. Arab World English Journal, 17(1): 103-115
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Dr. Vipin K Sharma is a faculty member in the Department of Foreign Languages at Jazan University, Saudi Arabia. He has published more than fifty research articles in reputed journals, including those indexed in Scopus and the Web of Science. Mail id- vksharma@jazanu.edu.sa ORCID ID: https://orcid.org/0000-0002-8849-6973
Dr. Reji George is a faculty at the Department of Foreign Languages, Jazan University, Saudi Arabia. She has contributed more than twenty articles to the journals of repute. She has authored two books. Mail id- rgeorge@jazanu.edu.sa
ORCID ID: https://orcid.org/0009-0002-6140-4095