ELT TEACHERS’ ACCEPTANCE OF CHATGPT AS A WRITING ASSISTANT IN GENERAL ENGLISH COURSES

Abstract

The rapid advancement of artificial intelligence has introduced innovative tools like ChatGPT, which are increasingly supporting English language teachers in teaching languages. Writing skills have become a key area where the potential of ChatGPT can be effectively harnessed. Its ability to assist teachers in delivering structured and systematic writing lessons makes it a valuable asset in modern classrooms. Despite its benefits, concerns about academic honesty, data privacy, feedback accuracy, and reliability affect teacher readiness and the integration of ChatGPT as a writing assistant in general English courses. This paper aimed to explore ELT teachers’ acceptance of ChatGPT in teaching writing. This study employed a qualitative research design in which six teachers at College A in Ho Chi Minh City participated in semi-structured interviews. The collected data was analyzed using qualitative thematic analysis to examine their acceptance of ChatGPT. Findings reveal that teachers generally held positive attitudes toward ChatGPT, as they appreciated its ease of use and usefulness, which are two key factors in the Technology Acceptance Model. The study recommends further research on institutional support, professional training, and contextual factors influencing teacher acceptance to enhance the effective integration of ChatGPT in teaching writing.