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Higher Learning Research Communications

Digital Object Identifier

10.18870/hlrc.v14i2.1558

ORCID

Thi Thuy Tran, https://orcid.org/0009-0000-9920-7025

Trut Thuy Pham, https://orcid.org/0009-0005-6596-2686

Thanh Thao Le, https://orcid.org/0000-0002-8471-8305

Abstract

Objective: This study delved into the integration of ChatGPT as a medium for English teacher professional development among Vietnamese English as Foreign Language (EFL) teachers.

Methods: Rooted in the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the qualitative exploration employed semi-structured interviews with nine teachers categorized into novice, mid-career, and near-end career stages. The objective was to understand teacher experiences, perceptions, and insights regarding the role of ChatGPT in their professional journey.

Results: Key findings illuminated that ChatGPT facilitated enhanced personalized learning, bridged the gap between theoretical knowledge and its practical application, and even indirectly spurred peer collaboration and discussion. However, participants also underscored technological challenges, especially among the more experienced cohorts. Despite these initial hurdles, many stressed the platform’s potential in promoting continuous professional growth and reflexivity.

Conclusions and Implications: These insights, while primarily representative of the Vietnamese EFL teaching community, hint at the transformative potential of artificial intelligence (AI) tools in educator professional development. Nevertheless, with the study’s inherent limitations, such as cultural specificity and sample size, future research is advocated to further comprehend the multifaceted implications of technology-augmented professional development in diverse educational landscapes.

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