IJIET 2025 Vol.15(2): 246-254
doi: 10.18178/ijiet.2025.15.2.2238
doi: 10.18178/ijiet.2025.15.2.2238
Understanding Uzbekistan University EFL Teachers’ Perceptions of ChatGPT: From Benefits to Ethical Challenges
Ashurali Mirzayev Bakhtiyor Ugli1,*, Siti Soraya Lin Abdullah Kamal2, and Axundjanova Moxira Azamovna1
1. The Methodology of Teaching English, Faculty of English Language and Literature, Fergana State University, Fergana, Uzbekistan
2. School of Distance Education, Universiti Sains Malaysia, USM, Penang, Malaysia
Email: a.b.mirzayev@pf.fdu.uz (A.M.B.U.); sorayalin@usm.my (S.S.L.A.K.); m_ahundjanova@gmail.com (A.M.A.)
*Corresponding author
2. School of Distance Education, Universiti Sains Malaysia, USM, Penang, Malaysia
Email: a.b.mirzayev@pf.fdu.uz (A.M.B.U.); sorayalin@usm.my (S.S.L.A.K.); m_ahundjanova@gmail.com (A.M.A.)
*Corresponding author
Manuscript received August 28, 2024; revised October 28, 2024; accepted November 13, 2024; published February 11, 2025
Abstract—Artificial intelligence-enhanced tools have entered all sectors of social life, including teaching English as a Foreign Language (EFL) classes. Even though AI in education has been investigated by many researchers, the current state of AI use in Uzbekistan’s higher education remains under-researched. For this reason, the main goal of this article is to determine lecturers’ perceptions of using ChatGPT in Foreign Language Teaching (FLT) classes and explore the challenges that arose during the process. A mixed-methods approach was adopted, combining qualitative and quantitative data from semi-structured interviews conducted among seven university EFL teachers. The interview data were processed using thematic analysis to identify key patterns and themes. In terms of validation, the research followed multiple stages, including careful participant selection based on experience with ChatGPT, cross-verification of transcripts, and coding to ensure the accuracy and reliability of the findings. The study’s findings revealed that teachers’ perceptions of using ChatGPT in EFL teaching were mainly positive, emphasizing its benefits such as providing students with real-time feedback, improving their autonomous learning skills, and features for checking grammar and spelling. However, participants also reported concerns such as over-reliance on AI assistance, a lack of students’ ethical knowledge in using AI in learning, and the negative influence of ChatGPT on students’ critical thinking skills. This research contributes to the growing body of knowledge by offering insights into how lecturers perceive ChatGPT in higher education. This paper also highlights the main implications and limitations of the research.
Keywords—ChatGPT, digital literacy, English as a foreign language, ethical guidelines, student assessment, teaching strategies
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—ChatGPT, digital literacy, English as a foreign language, ethical guidelines, student assessment, teaching strategies
Cite: Ashurali Mirzayev Bakhtiyor Ugli, Siti Soraya Lin Abdullah Kamal, and Axundjanova Moxira Azamovna, "Understanding Uzbekistan University EFL Teachers’ Perceptions of ChatGPT: From Benefits to Ethical Challenges," International Journal of Information and Education Technology, vol. 15, no. 2, pp. 246-254, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).