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Arab World English Journal (AWEJ) Volume 16. Number 1, March 2025 Pp.162-178
School of Foreign Languages, Tra Vinh University, Tra Vinh, Vietnam
This study investigates Vietnamese university teachers’ perceptions and experiences of integrating ChatGPT, a prominent AI language model, into EFL instruction. The study aims to understand the practical challenges teachers face in their teaching settings, which will subsequently guide decisions related to their professional development and overall well-being. Four EFL teachers who used ChatGPT as part of their teaching process were invited to participate in the study. Adopting the interpretative qualitative research design and utilizing Conceptual Metaphor Theory, the study obtained teachers’ narratives that reflect their individual points of view and experiences with ChatGPT through recorded semi-structured interviews. The findings indicated both convergences and divergences in their perspectives. While the four participants acknowledged ChatGPT’s efficiency in streamlining tasks and providing quick access to information, their metaphorical representations highlighted nuanced differences in their approaches and concerns. These findings contribute to the growing body of research on AI in language education and offer implications for pedagogical strategies, curriculum development, and educational policies aimed at fostering the effective and ethical integration of AI tools in EFL classrooms.
Vo, L., & Huynh, N. (2025). Vietnamese EFL Teachers’ Perspectives on ChatGPT: A Conceptual Metaphor Analysis. Arab World English Journal, 16(1):162-178.
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Dr. Lien-Huong VO is a senior lecturer of Linguistics and Translation Studies at Hue University, Vietnam. Her research expertise pertains to Linguistics and applied language studies. She is interested in integrating linguistic theories into teaching the English language and literature in the EFL context. ORCID: https://orcid.org/0000-0001-7922-7416
Dr. Ngoc-Tai HUYNH is a lecturer in English studies at Tra Vinh University, Vietnam. He holds a PhD from the University of Tasmania and specializes in Multimodal semiotics, Applied Linguistics, and Teacher education. His research explores bilingual and cultural education, with publications in journals like Social Semiotics and Australian Journal of Teacher Education.
ORCID: https://orcid.org/0000-0002-0264-4470