ChatGPT in English Class

Perspectives of students and teachers from Swedish Upper

Secondary schools

Yuchen Zeng & Tanzima Mahmud

Institutionen för ämnesdidaktik

Självständigt arbete 15 hp, avancerad nivå
Språkdidaktik
Kompletterande pedagogisk utbildning
Höstterminen 2023
Supervisor: Per Snoder
ChatGPT in English Class
Perspectives of students and teachers from Swedish Upper
Secondary schools

Sammanfattning

Studien utforskade användningen av den Artificiell Intelligens chatbot, ChatGPT, i undervisningen av

engelska (ELT) och hur elever och lärare på svenska gymnasieskolor uppfattade användningen av
ChatGPT i engelskundervisningen. Studien har samlat båda kvantitativa data från 63 gymnasieelever
genom en online-enkät och kvalitativa data från intervjuer med två engelsklärare på gymnasienivå.
Forskningen undersökte i vilken utsträckning och för vilka syften elever använde ChatGPT,
förändringarna i undervisningsmetoder inom ELT, samt fördelar och utmaningar med ChatGPT ur
lärarnas perspektiv. Studien använde teoretiska ramverk som The Unified Technology Acceptance and
Use of Technology (UTAUT), Language teacher cognition och Learner Autonomy. Resultaten indikerar
att elever huvudsakligen använder ChatGPT för idegenerering och inspiration. Dock har anvädningen
av ChatGPT för engelskinlärning inte blivit populär bland eleverna. Förändringar i
undervisningsmetoder märks främst i klassrum bedömningar, aktiviteter, och hjälp med
lektionsplanering och materialförberedelse. Fördelar med ChatGPT inkluderar idegenerering, främjande
av Learner Autonomy, medan utmaningar inkluderar oro för tillförlitlighet, begränsad inlärning, och
frågor om akademisk ohederlighet. Detta understryker behovet av noggrant övervägande vid
inkluderingen av ChatGPT i pedagogiska sammanhang.

Keywords
ChatGPT, Artificial Intelligence (AI), English language teaching (ELT), Upper-secondary students.
Table of Contents

1. Introduction 1
1.1. Aim and research questions 1
2. Background 3
2.1. Core concepts 3
2.1.1. Computer assisted language learning 3
2.1.2. ChatGPT 4
2.2. Curriculum and syllabus 5
2.3. Theoretical perspectives 6
2.3.1. Unified Technology Acceptance and Use of Technology 6
2.3.2. Language teacher cognition 8
2.3.3. Learner autonomy 8
2.4. Previous research 9
2.4.1 Students’ perspectives 10
2.4.2 Teachers’ perspectives 11
2.5. Working with ChatGPT in language education 12
2.5.1. ChatGPT in English language learning 12
2.5.2. ChatGPT in English language teaching 14
2.5.3. Challenges and concerns 14
3. Methodology 15
3.1. Research Approach 15
3.2. Sample 16
3.3. Procedures 16
3.4. Data analysis 18
3.4.1. Data produced 18
3.4.2. Data analysis 19
3.5. Research ethics 20
4. Results 22
4.1. Students’ reported use of ChatGPT 22
4.1.1. Non-users 22
4.1.2. Users for English learning 23
4.1.2.1. Students adoption of ChatGPT: Key influences 24
4.1.2.2. Students adoption of ChatGPT: Purposes 25
4.1.2.3. Students adoption of ChatGPT: Perspectives 26
4.2. The instructional changes in ELT 29
4.2.1. Easier lesson planning 29
4.2.2. More in-class assessment 30
4.3. Affordance and challenges 31
4.3.1. Brainstorming 31
 4.3.2. Autonomous learning 32
4.3.3. Unreliability 32
4.3.4. Lack of learning 33
4.3.5. Academic dishonesty 33
5. Discussion 35
5.1. Discussion of results 35
5.1.1 The extent and purposes of students’ report using ChatGPT 35
5.1.2. The changes in ELT instructional practices from the advent of ChatGPT 36
5.1.3. The affordances and challenges of ChatGPT from ELT teachers’ perspectives 37
5.2. Discussion of methodology 38
5.3. Pedagogical implications and future research 38
References 40
Appendix 1: Formal Letter 42
Appendix 2: Lesson plan 43
Appendix 3: Questionnaire 43
Appendix 4: Interview questions 47
1. Introduction
A shocking news article from Dagens Nyheter revealed the crucial fact that students nowadays have
found a new way to cheat for higher scores: “Out of 33 students in the class, it is estimated that 30 of
them used ChatGPT to cheat” (Wasell, 2023 June 26, translated). ChatGPT stands for Chat Generative
Pre-Trained Transformer. It is a text-based AI-chatbot launched by Open AI on November 30, 2022.
ChatGPT has immediately become the centre of worldwide attention since its release date (Baidoo-Anu
& Ansah, 2023). It can understand text, generate human-like responses, and complete tasks in
various fields. The human-computer interaction with ChatGPT is more closely related to interacting
with a real human being.

In the last few years, researchers have been exploring the potential application and the critical issues
regarding how ChatGPT could impact English language learning and teaching (Kostka & Toncelli,
2023). Scholars and teachers are carefully examining how to utilise ChatGPT in English teaching and
whether it can be a useful tool or problematic. However, students react faster than the teachers. As the
Dagens Nyheter (Wasell, 2023) reported, some students have been using it to cheat and achieve higher
grades before teachers, schools or Skolverket react to it. Despite the negative implications of ChatGPT,
it also possesses the capability to be a valuable tool for language learning and teaching, benefiting both
teachers and students (Baskara, R. 2023).

With this advanced and accessible Al-driven tools such as ChatGPT, some teachers express positive
expectations of the potential benefits for teaching and learning, while some are more concerned that
students may primarily use ChatGPT for cheating. These considerations raise important questions for
teachers: Are students using ChatGPT? What are they using it for? Are there positive aspects to it, or is
it entirely a cause of concern? This study investigates these questions to give teachers helpful insights
for dealing with ChatGPT in their classrooms. The aim of the study is to examine the viewpoints of both
students and teachers regarding the use of ChatGPT for English language classes at Swedish upper
secondary schools and suggests future applications of the ChatGPT in language learning and teaching.

1.1. Aim and research questions

This study aims to illuminate the use of artificial intelligence tools in English language teaching (ELT)
and learning. More specifically, the study investigates how the chatbot ChatGPT has changed practices
from the perspectives of teachers and students at upper secondary school in Sweden. The investigation
maps and evaluates the participants’ reported uses of the chatbot. The following research questions guide
the investigation:
1. To what extent and for what purposes do English learners report using ChatGPT?
2. What changes to instructional practices do ELT teachers report from the advent of ChatGPT?
3. What affordances and challenges for ELT does ChatGPT entail according to teachers?
2. Background
This chapter provides background information about the current study on teachers’ and students’
perspectives on the use of ChatGPT in English language learning and teaching. Core concepts such as
Computer Assisted Language Learning and ChatGPT are introduced in this chapter. It also discusses
how the Swedish National Agency for Education (Skolverket) addresses the use of ChatGPT in Swedish
school systems, both in the English curriculum and through its online articles. The theoretical
frameworks for this study are the unified technology acceptance and use of technology theory (UTAUT),
learner autonomy, and language teacher cognition. Previous research related to students’ and teachers'
perspectives regarding the use of ChatGPT in education is reviewed and compared. This chapter
concludes with an overview of the practical application of AI-chatbots in English language learning and
teaching, and the associated challenges and concerns.

2.1. Core concepts

2.1.1. Computer assisted language learning

A core concept in the current study is Computer Assisted Language Learning (CALL), which is a
computer-based interactive method for foreign language learning and teaching. A formal definition of
CALL proposed by Chapelle (2010, p. 66) is “variety of technology uses for language learning” and it
is the definition adopted in the current study. As a student-centred teaching approach, CALL promotes
individual uses of technology to enhance the language learning process. CALL, as a tool for learning
and teaching, has progressively become integrated into various language skills, including reading,
writing, listening, and speaking (Beatty, 2013). The application of CALL in language learning has
experienced a rapid expansion, adapting to the latest technology advancements, including a wide range
of programs and technologies.

Research and practices of CALL are spread and discussed in scientific journals such as Computer
Assisted Language Learning and CALICO journal, which publish articles on CALL learning, teaching,
and assessment for English skills. An increasing number of schools are using computers and digital
platforms to support students' learning processes. However, Beatty (2013) highlighted two significant
barriers of CALL: firstly, teachers who have limited technical skills tend to design simple CALL
materials and activities; secondly, computers struggle with marking and giving feedback on open-ended
questions due to computers having difficulties with dealing with unexpected answers. The author
indicated that artificial intelligence could overcome these two issues. People can interact with AI, just
like they would with another person, and it has the capacity of generating more sophisticated feedback
on unexpected answers. With the launch of ChatGPT, the vision becomes reality. ChatGPT can be seen
as a new trend of CALL since it can provide both written and vocal interactions that are adapted to
different learners’ level of language proficiency, and it can adapt learning materials to one's needs. Levy
(1997) suggested that the nature of CALL largely reflects the progress of technology, and it is crucial
for all teachers to understand the newest technological progress and develop dependable and efficient
strategies to handle them. Researchers and teachers have been discussing the potential applications of
using ChatGPT as a computer-assisted language learning tool in the English classes. The potential
benefits and challenges of ChatGPT in language learning and teaching are discussed in section 2.5.

2.1.2. ChatGPT
The second core concept of the study is ChatGPT, which stands for Chat Generative Pre-training
Transformer. It is an online text-based AI-chatbot that can interact with humans and generate human-
like responses. OpenAI claims its text models, including ChatGPT, are sophisticated language process
tools which are proficient in a variety of language related tasks. For example, they can summarise,
clarify and generate responses with a high level of coherence and accuracy. OpenAI released the
advanced version, ChatGPT 4.0 in July 2023. The newest ChatGPT 4.0 is a more advanced chatbot
which has more creative, collaborative, and reasoning capabilities than ChatGPT 3.5 (Open AI, 2023).
However, the present study will only focus on ChatGPT 3.5 since it is a freely accessible AI-chatbot for
all users. In what follows, the interaction between humans and AI will be explored with responses
generated by ChatGPT 3.5

When asking ChatGPT to define itself, the AI-chatbot generates three paragraphs in a few seconds (see
picture 1). For illustrative purposes, it stated that ChatGPT is a language model designed for engaging
in natural language conversation with users. ChatGPT has been trained on vast and varied amounts of
internet text to learn from the context and capture patterns. The AI-chatbot can comprehend linguistic
context and generate human-like text responses to its users (ChatGPT 3.5, 2023).

Figure 1: ChatGPT’s out definition.

2.2. Curriculum and syllabus
Swedish National Agency for Education (Skolverket) addresses the use of ChatGPT in Swedish school
systems through online articles (2023). The first section talks about what is written in the National
Curriculum for upper secondary school related to digital tools, and the next section summarises the
information that Skolverket has published online about ChatGPT.
The following quote describes the content outlined in the Swedish National curriculum (2011) regarding
the subject of digitalization:

In an increasingly digitized society, schools should also contribute to developing students’

digital competence. Schools should facilitate students in understanding how digitization
affects individuals and societal progress. All students should be given the opportunity to
enhance their ability to use digital technology. They should also be provided with the chance
to cultivate a critical and responsible approach to digital technology, enabling them to
recognize opportunities, understand risks, and evaluate information (Skolverket, 2011,p.3,
translated)

The quote highlights the fact that every student must enhance their proficiency in using digital
technology to develop their knowledge. The school plays a crucial role in helping students understand
the impact of digitalization on individuals and societal development. All students must have the ability
to recognize opportunities in digital usage, understand associated risks, and take responsibility for their
use. Additionally, Skolverket (2011) mentions the importance of students learning from the outside
world, acquiring information through searching and evaluation, thereby gaining a deeper understanding
of their surroundings.
The online-published guidance from Skolverket (2023) addresses the potential problems that teachers
and students might face regarding ChatGPT. For instance, it has been rather difficult to find the
reliability of the texts written by the students, therefore, the risk of cheating is high.
When it comes to cheating, the Swedish National Agency for Education is clear, the
Swedish National Agency for education advises against handing in assignments that are
grade-based if, as a teacher, you judge that you cannot ensure the reliability of the
content. (Skolverket, 2023, translated).

The teachers are encouraged to maintain control over assessment and are urged to avoid using
submissions unless they can guarantee the authenticity of the content. Teachers who intend to use
assignments for grading are asked to explain how they will address the risk of cheating to the school’s
principal (Skolverket, 2023). Furthermore, the teachers are asked not to use ChatGPT to create a lesson
plan or assess an essay. If used, teachers must make sure that corrections align with the course goal and
pedagogical method. As this regard, Skolverket stipulates that teachers “[...] need to be vigilant that the
results match your pedagogical judgement and assignment” (Skolverket, 2023, translated).

If the students are asked to use ChatGPT in their activities, it is essential to assess both the benefits and
risks of use of ChatGPT. The students should be aware of such issues so that they can make smarter
decisions. For example, “texts from chatbot can be clear and persuasive while still containing factual
errors” (Skolverket, 2023, translated). Besides, the language and writing might appear well written, but
there are mistakes that students, with their limited knowledge, may not be aware of. It is important to
inform students and make them aware of it.

Additionally, AI-generated texts and media can contain inaccurate information, which can be dangerous.
This happens because AI learns from data and might have biases that can be harmful, as illustrated in
the following quotation:
As with all web services, you should think through what data you pass on. Most Al
services send data to the US. If you are not sure the data is handled securely, you should
not disclose personal data or other sensitive information (Skolverket, 2023, translated).

2.3. Theoretical perspectives

2.3.1. Unified Technology Acceptance and Use of Technology

The current study adopts the unified acceptance and use of technology (UTAUT) as a theoretical
perspective on the object of study, i.e. students’ perspectives on the use of ChatGPT in English class.
UTAUT is a model that measures the acceptance of new technology based on the user's feedback.
UTAUT was developed by Venkatesh and others (2003), and it suggests the adoption and acceptance of
new technology are determined by Behaviour Intention (BI) and Use Behaviour (UB), which are
influenced by one’s Performance expectancy (PE), Effort expectancy (EE), and Social Influence (SI).
Facilitating conditions (FC) does not moderate BI, but impact UB. Age, gender, experience, and
voluntariness of use can also affect the BI (Venkatesh et al., 2003). Figure 2 below displays how UTAUT
works.

Figure 2: The UTAUT model

UTAUT was selected as the theoretical perspective in the study because it can analyse and predict
individuals' acceptance and use of a certain technology. In the context of ChatGPT, the PE refers to
individual learner’s expectation of the learning achievement and outcomes by using the ChatGPT. Next,
the EE is about the level of ease of using ChatGPT. In turn, the SI is about whether the recommendations
from friends and teachers impact on an individual's personal will of using ChatGPT. Finally, the FC is
how the learners believe they will receive the necessary technical support or instructions from teachers
or faculties of how to use ChatGPT. Three key constructs (PE, EE and SI) can motivate learners and
lead to the BI (individual’s willingness to use a technology) and the UB (how an individual is ready to
use a technology). The UTAUT model will be used to map the data of the first research question, to
what extent and for what purposes do English learners report using ChatGPT.
2.3.2. Language teacher cognition
The current study adopts language teacher cognition as a theoretical framework for research questions
2 and 3. Teacher cognition as a theoretical framework refers to a complex combination of knowledge,
beliefs and thoughts held by language teachers regarding their instructional decisions and actions (Borg,
2003). Language teacher cognition was chosen for the study because it helps us understand how these
factors influence the way teachers think and teach. Figure 3 below shows how teachers’ thoughts
(cognition) connect with important parts of their lives.

Figure 3: Language Teacher Cognition model (Borg, 1997)

Li (2017) structured teachers’ thinking into different categories. This includes how teachers view
teaching, themselves, students, the subject they teach, or decision making and among others. Teachers’
thoughts are influenced by their personal experience as students and professionals, affecting how they
act in the classroom. Personal experiences are significant in shaping teachers’ ideas about education. It
emphasises that what teachers have been through directly impacts on their educational beliefs. The
classroom environment, which is influenced by what happens inside and around it, is an important part
of this process. The teachers’ beliefs and their instructional practices in classrooms are connected and
determine their personal cognition of language education.

2.3.3. Learner autonomy

Learner autonomy, as a theoretical concept, is adopted for research question three, specifically for
exploring the affordances of ChatGPT. A formal definition of learner autonomy proposed by Holec is
“ability to take charge of one’s own learning” (Little, 2009), and it is the definition adopted in the current
study. This author further argues that “taking charge of one’s own learning” (p.17) means the learner
has the responsibility for all learning decisions. However, as Chapelle (2005) pointed out, most learners
do not understand how to work autonomously, that is, they do not know how to start, and they need
guidance or instructions from personalised learning plans. Four aspects must be considered when
designing appropriate materials to support the autonomous learners’ needs, or ‘learner fit’ in language
learning. Firstly, identify the linguistic difficulties; secondly, teaching relevant or interesting content
areas to the learners; thirdly, present the material and interact with the learner in a way that enhances
their learning style; lastly, continuous assessment and make the learners aware of what they know and
do not know, and recommend personalised additional study (Chapelle, 2005).

Theory, empirical research, and practices of Learner Autonomy in the context of CALL focus on the
potential of technology to provide customised learning materials to support learners’ needs and develop
the skills of learning autonomy. Individual learners can use the internet as a vast digital resource to
support their learning process (Chapelle, 2005), such as using an online dictionary to define new
vocabulary, search for answers to their questions, and interact with other people digitally. However, the
traditional websites and software (search engine, online dictionary, online platform, etc.) are separated
and disconnected, so users may spend a considerable time searching for the corresponding answers or
materials. Furthermore, these platforms lack interactive abilities such as communicating and giving
feedback on open-end questions. ChatGPT and other AI-chatbot can be seen as a solution to resolve
these pain points in CALL because it can generate humanlike feedback and responses, provide answers
and solutions, and interact with users both verbally and vocally. ChatGPT can identify linguistic
difficulties, provide suitable learning materials based on the learners’ language proficiency, suggest
multiple activities, and provide impartial feedback. The capacities of ChatGPT make it a useful tool to
promote autonomous learning.

2.4. Previous research

Despite ChatGPT being a new technology advancement, there have been some studies focusing on the
perceptions and perspectives of students and scholars towards applying ChatGPT in learning and
teaching. This section aims to compare previous findings in this domain. The studies are divided into
two categories: students’ perspectives and teachers’ perspectives. Most of the previous studies were
published in 2023 and provide contemporary views and arguments on this issue. As ChatGPT is a
relatively new technology, there is a lack of empirical evidence regarding its usages from the upper-
secondary students’ perspectives. Previous studies were mainly centred around the perspectives of
university students and teachers regarding the use of ChatGPT, and leaving a gap in understanding how
upper-secondary students and teachers perceive ChatGPT in their experiences. Given that the current
study is centred around upper-secondary students and teachers, generational age differences could result
in an empirical gap between university students and upper-secondary students, and potentially impact
on how teachers utilise ChatGPT in their instructional teaching experiences. These university students
might use ChatGPT in ways and purposes distinct from younger students, and the ELT teachers at the
university level could have different viewpoints on the affordances and challenges of ChatGPT.
Nevertheless, the data regarding the use of ChatGPT could provide an insight of what the application of
ChatGPT might look like in upper-secondary English classes with learners that are almost adults.

2.4.1. Students’ perspectives

A study conducted by Ngo (2023) investigated how Vietnamese university students perceived the use
of ChatGPT in education. The data were collected from 200 students via an online questionnaire survey,
and 30 students from semi-structured interviews. Most students showed a positive attitude towards the
use of ChatGPT in education. They believe that using ChatGPT can help students to save time, provide
information in many fields, translate learning materials into different languages, and better understand
theories and concepts. The major barriers were that the AI-chatbot can provide unreliable information,
inaccurate references, and is unable to cite sources accurately. Most students found ChatGPT easy to
use, and in fact this feature received the highest mean score among students.

Liu & Ma (2023) investigated how English as a foreign language (EFL) learners use ChatGPT in
informal digital learning through an online survey. The questionnaire was sent on Chinese social media,
involved 405 ChatGPT users, and examined their acceptance of ChatGPT. The majority of the
participants are studying in universities, 50.86% are doing undergraduate studies, 18.02% are pursuing
masters’ degrees and 10.62% doctoral degrees. Generally, all participants agree that they use ChatGPT
for informal language learning beyond the classroom to enhance their English reading and writing skills,
and to better understand English language and culture. Their study indicated that ChatGPT has the
potential to act as a powerful and authentic language learning tool for EFL learners.

Haglund (2023) investigated the acceptance of ChatGPT through a research questionnaire, revealing
that among 70 Swedish students with a mean age of 25.2, 52 used ChatGPT for research or learning, 41
used it for writing or editing text, and 36 for problem solving. The questionnaire was designed based on
the UTAUT model. Many participants claimed that they were using ChatGPT because it is useful for
educational purposes, and it has been easy to use ChatGPT for studies. Haglund (2023) highlighted that
the participants found EE positively impacts their acceptance and use of ChatGPT, and PE was identified
as the second factor. His study also suggested that SI does not affect the participants’ acceptance and
use of ChatGPT.

In summary, most university students in the reviewed studies showed a positive attitude towards
employing ChatGPT in their learning process, and they found it efficient and easy to use. Moreover,
many users employ ChatGPT as a personal tutor or learning assistant. In the language learning field, Liu
& Ma (2023) indicated that many students believe ChatGPT can enhance their English proficiency.
Along similar lines, Ngo (2023) and Haglund (2023) indicated “Easy to use /EE” as the most influential
factor in the adoption of ChatGPT.

2.4.2. Teachers’ perspectives

Ulla, Perales, & Busbus (2023) aimed to examine the perception of EFL teachers on ChatGPT, exploring
the affordance, drawbacks, and the possibility of using AI-chatbot in language learning and teaching.
Total of 17 EFL teachers in a Thai university completed an online interview survey followed by 3
individual interviews. Teachers had positive perceptions of ChatGPT as a teaching tool such that it can
help in developing lesson plans and explaining sentence construction. However, participating teachers
also noted that ChatGPT lacks authenticity and reliability, and some students depend on it too much,
and therefore they never learn to think critically. In addition, plagiarism remained a big issue with use
of ChatGPT.

Iqbal, Ahmed, & Azhar (2022) conducted a study to examine the possible benefits and risks of the use
of ChatGPT in higher educational settings, further investigate university teachers' attitudes towards
using ChatGPT, along with the potential effects on the learning and teaching process in higher education.
This study involved semi-structured interviews with 20 university teachers in Pakistan. The result
indicated that most teachers have a negative attitude towards ChatGPT. They believed students might
use it only for cheating. Teachers further added, it would not add any value to the classroom or on the
learning experience because they believe students do not acquire knowledge from ChatGPT and view it
as a potential threat due to its association with cheating. However, they also acknowledged that ChatGPT
can be useful in certain fields such as producing automated feedback and reducing teachers’ workload.
Furthermore, teachers mentioned AI-chatbot can increase engagement and motivation among students.

In summary, university teachers worldwide share similar perspectives on employing ChatGPT in

language learning and teaching. The advantages include the AI-chatbot are efficient in lesson
procedures, explain certain concepts, and generate feedback to students. On the other hand, teachers are
worried that ChatGPT may have a negative impact on students' learning since some might depend on it
too much or use it for cheating. Hence, teachers have conflicting opinions about whether they should
bring ChatGPT into the language classroom.

2.5. Working with ChatGPT in language education

This part discusses the practical application of ChatGPT in language education including how to use
ChatGPT for independent learning, how to use AI-chatbots for teaching, and the associated challenges
and concerns.
 2.5.1. ChatGPT in English language learning
ChatGPT can provide personalised and effective learning materials based on students’ needs, which
makes it an ideal tool for CALL. Since ChatGPT 3.5 website does not provide the text-to-speech
technology, this section will mainly focus on how it can assist students to practise their listening,
reading, and writing.

In terms of listening, ChatGPT can automatically generate comprehension exercises based on uploaded
transcripts, allowing learners to practise and enhance their listening skills. When it comes to reading,
ChatGPT can efficiently process massive English text in a few seconds. It can provide summaries, key
concepts, and even rephrase the original content in simpler English for improved comprehension. Lastly,
regarding writing, the text-based conversation between ChatGPT and users serves as a valuable tool to
refine grammar, vocabulary, and sentence structure. It not only aids in understanding written tasks but
also provides explanations, feedback, suggestions, and corrections, thereby supporting learners to
engage in writing skills.

Skolverket requires English 6 students to produce different kinds and formats of texts such as formal
letters, popular science text and reviews (Skolverket, 2011). If students are having trouble with their
assignments, ChatGPT can give step-by-step guidelines and generate examples to assist them. As an
example, if students were asked to write formal letters, they can start by asking ChatGPT what a formal
letter is (see Figure 4).

Figure 4, What is a formal letter according to ChatGPT

ChatGPT started by defining ‘formal letter’, and listed the key components of a formal letter, which
allows students to understand the format and what to include in their writing. If the students are asked
to write a formal letter for a job application, they can ask ChatGPT for further explanation (see appendix
1). It has simplified the assignment for students, making it more accessible.

In summary, ChatGPT can be used to support learners’ learning process. It can also be beneficial in
assisting students with their English class assignment. Not only ChatGPT can help students to better
understand, contextualise the materials or tasks, it can also provide explanations, step-by-step solutions,
and related questions (Kasneci et al., 2023).
 2.5.2. ChatGPT in English language teaching
Skolverket indicates that Chatbots and AI can affect school and teaching in several ways (2023). AI-
chatbots and ChatGPT have a significant impact on many areas of the society, which also include
teaching in schools. Large language models, such as ChatGPT have the potential to revolutionise
teaching and to become a powerful tool in education due to its capabilities (Kasneci et al., 2023).

The most important actions for which teachers use ChatGPT in their English classes is first for planning
lessons, and then for assessment purposes. As far as lesson planning is concerned, ChatGPT has the
capability to adapt to the user's language level. Teachers can use AI-chatbot to create more personalised
learning materials that meet the students' needs. When planning an English lesson, the teachers can ask
ChatGPT for inspiration. If the teachers/users provide the essential information such as topics, students’
level and lesson time, the AI-chatbot can generate a concrete and detailed lesson plan with multiple
activities. We asked ChatGPT to generate an 80-minute English lesson plan (see appendix 2). The AI-
chatbot created a step-by-step lesson plan that included lesson goals, materials, and 3 activities. Though
the lesson plan itself may seem a bit tight and rough, it can serve as a starting point for teachers to revise
and adapt their plans.

In turn, when it comes to assessment and evaluation, Kasneci et al. (2023) suggested that teachers can
use AI-chatbots for semi-automate grading students' work, especially with writing. As a text based
conversational chatbot, ChatGPT can identify the linguistic errors and provide suggestions to improve
the written text. This can save teachers’ time and reduce the workload. However, it is also important to
acknowledge that teachers should not fully trust AI for assessment and grading, since it might make
errors and non-human- like expressions.

2.5.3. Challenges and concerns

The related challenges and concerns of ChatGPT were discussed in section 2.2, and the main challenges
are inaccuracy and the danger of plagiarism. This can cause issues in teaching, thus, completely trusting
the Chatbots is not advisable, and students should be aware of it.

The issue of plagiarism is huge when it comes to ChatGPT. A survey in the US revealed that 89% of
university students admitted using ChatGPT, challenging the teachers to be sure whether the
assignments were written by the students or not (Huang & Li, 2023). This can cause students to misuse
the application and cause a decline in independent thinking skills and can make the students
unmotivated, not properly educated and cause brain-degraded risks.
 3. Methodology
The previous chapter provided an overview of the study’s background, which includes key concepts,
theoretical perspectives, school policy documents, and previous research. In this chapter, the
methodology for addressing the research questions is introduced. The research approach employs both
qualitative and quantitative methods, followed by discussions on sample and procedures, concluding
with data analysis. Lastly, ethical considerations for the study are explained.

3.1. Research Approach

The aim of the current study is to illuminate students’ and teachers’ perspectives on using ChatGPT in
the English class. The study adopts a quantitative research approach for students’ perspectives, and a
qualitative research approach for teachers’ perspectives. Quantitative research collects mainly numerical
data and then analyses it using statistical methods, and qualitative research collects non-numerical data
and employs non-statistical analysis methods (Dörnyei, 2007). According to this author, quantitative
research tends to be less concerned with individual characteristics than the common features within
groups of people. A limitation of quantitative research is that it is not sensitive to uncovering the
underlying reasons for observations. Qualitative research can “respond in a flexible way to new details
or openings that may emerge during the process of investigation” (p. 37). This research approach is
often involved with a small sample size and concerned with individuals' personal feelings and
experiences. A combination of quantitative and qualitative research can help to achieve the aim of
illuminating the use of ChatGPT in English language learning and teaching. The mixed methods
research can increase the strengths and provides multilevel analysis of complex issues.

A combination of quantitative and qualitative research can help in understanding how students and
teachers perceive the impact of ChatGPT on their learning and teaching experiences. For quantitative
research, the current study uses a questionnaire (Appendix 3) to map the general usage of ChatGPT from
students’ perspectives. The questionnaire includes a set of closed-ended items such as factual questions,
behavioural questions, and attitudinal questions. The attitudinal questions in the questionnaire employ
the Likert scale model to gather students’ perspectives on the key constructs within the UTAUT model,
focusing on their usages of ChatGPT. These questions are inspired by Haglund (2023)’s questionnaire.
While Haglund’s study focused on how university students use ChatGPT for various purposes, the
current study concentrates on how upper-secondary students are using ChatGPT for English. Therefore,
the questions are restructured and adapted to meet the current study’s needs, utilising a simplified (5-
point) Likert scale for straightforward responses from the upper -secondary students. A 5-point Likert
scale is a commonly used type of questionnaire instrument for assessing affective variables, and it is
convenient for researchers to collect large amounts of data (Nemoto & Beglar, 2014). It is used in the
current study because it is easy for participants to understand, and they can rate their opinions on various
aspects from a scale of 1 to 5. Additionally, the survey also includes two open-ended questions which
can “provide a far greater richness than fully quantitative data” (Dörnyei, 2007, p. 107). For qualitative
research, this study uses semi-structured interviews with teachers. A semi-structured interview has a set
of predetermined guiding questions (Appendix 4), and the interviewee is encouraged to elaborate on
issues (Dörnyei, 2007), and provides an opportunity for the interviewer to ask further questions.

3.2. Sample
The current study adopted both purposive sampling and convenience sampling techniques for a diverse
and representative participant sample. Purposive sampling is a deliberate and non-random choice of
participants due to their specific qualities (Etikan, Musa, & Alkassim, 2016). The inclusion criteria for
the purposive sample in the current study are specific: licensed and experienced upper-secondary ELT
teachers with an interest in applying ChatGPT in their instructional practices. Two ELT teachers who
meet the inclusion criteria were invited to the interviews, mentioned as Teacher 1 and Teacher 2. Below
is a table (Table 1) that mentions the age of the teachers, years of experience in teaching and their
subjects.

Table 1. The study’s participating teachers

Participants Age Gender Years of Subjects

Experience

Teacher 1 42 Female 15 English 5 & 6

Teacher 2 58 Male 15 English 5 & 7

Convenience sampling is a non-random sampling that involves selecting samples from the easily
accessible target population to the researcher (Etikan et al., 2016). The student samples are from the
English classes taught by Teacher 1 and Teacher 2, as they are easily accessible for the current study.
These students are from two schools, and they are in their first or second year of gymnasium. Most of
the students learn English as a foreign language (some might be bilingual speakers or have English as
their first language). In general, all the students showed good English language proficiency in their
English class.

3.3. Procedures
The data collection started with contacting three ELT teachers from two different upper-secondary
schools in Stockholm. The teachers were reached through emails, and two of them consented to
participate in this study (Teacher 1 and Teacher 2). Both teachers were informed about the purpose of
the study and the materials (questionnaire and interview question) forehand, and they were kindly asked
to inform the school principals about it.
Google Form was used for data collection. As an online survey platform, it is user-friendly and provides
detailed instructions on question designs. Once the questionnaire is completed, it can be shared with a
short link, inviting participants to complete the survey anonymously.

The questionnaire (Appendix 3) consists of 7 parts and a total of 16 questions.

1. Part one is the consent form which introduces the study. It also emphasises that the answers will
be presented quantitatively, and individual students’ names will not be mentioned. The contact
information is provided in this part.
2. Part two collects the demographic data, and aims to collect data such as gender, age and whether
they have used ChatGPT or not. (Question 1 - 3)
3. Part three collects the additional information of ChatGPT users, such as how long they have
been using it, and what has influenced their choice to start using ChatGPT. The third question
in this part is whether they have used ChatGPT in English class or for an English assignment in
or outside school. (Question 4 - 6)
4. Part four aims to answer the first research question, to what extent and for what purposes do
students use ChatGPT for English class. (Question 7 - 8)
5. Part five includes 5- point Likert scale questions. The participants need to rate from scale 1 to
5. The scale questions are designed based on the four key constructs of the UTAUT theoretic
framework: PE (how effective), EE (how easy to use), SI (who/what have influenced the usage),
and FC (technical support). The fifth question is relevant to BI. (Question 9 - 13)
6. Part 6 collects data of why participants choose not to use ChatGPT or not to use it for English.
This part contains an open-end question where the participants can elaborate their choice.
(Question 14 - 15)
7. Part 7 contains one open-end question where the participants who use ChatGPT for English can
explain and share their experiences. (Question 16)

After receiving the questionnaire link through emails, two teachers posted the link on online English
community pages on Microsoft Teams and invited their students to voluntarily participate in the survey.
The survey was released from December 7, and closed on December 14, 2023, 63 students’ responses
were collected within that week. The following table lists the age, and gender of the participating
students.

Table 2. The participating students’ age

Age group Number of Female Male Prefer not to say

students
 15 12 3 9 0

16 30 20 10 0

17 21 12 7 2

Total 63 35 26 2

Two follow-up semi-structured interviews with their teachers were held after collecting students’
quantitative data. The interviews collected qualitative data and aimed to answer research question 2 and
3, the changes in teachers’ instructional practices since the launch of ChatGPT, and the affordances and
challenges from teachers’ perspectives.

The interview questions consist of three parts:

1. Part one collects biographical information such as gender, age, and how many years have the
teacher taught English.
2. Part two focuses on the instructional changes, how ChatGPT has influenced teachers teaching
style, including classroom activities, teaching procedures, teaching materials, written
assignment, and assessment, etc.
3. Part three aims to explore the added benefits, challenges and problems involved in using
ChatGPT in teachers’ teaching experiences and English classes.

The qualitative data were collected through two face-to-face interviews with both interviewers and one
teacher at a time. The interviews were held on 12th and 14th December 2023, and the survey results
were revealed to both teachers. The teachers were informed about the interview questions before the
interview began and they had given consent for audio recording. The recordings were transcribed into
text format for data analysis.

3.4. Data analysis

3.4.1. Data produced

The results of the questionnaire (students’ perspectives) are visually represented through diagrams on
Google Forms and transferred to a worksheet for further analysis. Both interviews (teachers’
perspectives) were recorded and transcribed into text formats. The following table lists the interview
length and the word count of the transcriptions.

Table 3. Teacher participants, interview length, and the word count of the transcriptions
 Interview length Word count

Teacher 1 40 minutes 4201

Teacher 2 30 minutes 2340

3.4.2. Data analysis

The questionnaire aimed to map students’ usage of ChatGPT in English class/for English assignments.
The quantitative data will be presented and described in section 4.1. Among the students, some had used
ChatGPT for English learning, while others had never tried it. Their responses were transferred to an
Excel worksheet to distinguish the answers from Non-users and Users. Data presentation will involve
the use of bar charts and pie charts. The answers to question 15 (qualitative data) are presented in section
4.1.1. The students’ opinions regarding why they are not using ChatGPT are organised into three
categories: Non reliability, Personal responsibility and Other. The answers to question 16 collected
limited data, therefore, extract will be presented in section 4.1.2.1.

The qualitative data consisting of the two transcript interviews (teachers’ perspectives) will be analysed
through the perspective of theory-led thematic analysis. Thematic analysis is “a method for identifying,
analysing and reporting patterns within data” (Braun & Clarke, 2006, p. 79), and is a flexible way to
analyse qualitative data such as interviews and transcripts. This method was initially introduced by
Braun & Clarke (2006) for psychology research, but it is applicable to various fields of studies and a
range of theoretical approaches. According to Braun & Clarke (2006), the thematic analysis method
involves 6 phrases: Familiarising with data, generating initial codes, searching for themes, reviewing
themes, defending, and naming themes, and producing the report. Theory-led thematic analysis tends to
a more detailed analysis of certain aspects of the data rather than presenting a rich description of the
data overall (Braun & Clarke, 2006). The following table showed the phases of theory-led thematic
analysis.

Table 4. Six phases in theory-led thematic analysis (Braun & Clarke, 2006)

Phases Description of the process

1. Familiarising yourself with your data Transcribing the interviews, reading and re-
reading the data, noting down
initial ideas and reflections

2. Sort the data according to the study Categorise the interview answers according to
questions which questions they correspond to.

3. Group the responses into subgroups / Group the answers to the questions into smaller
search for potential themes groups and search for potential themes.
 4. Review potential themes Review potential themes and match responses

5. Formulate potential themes in response Define the final themes, generate clear
of the questions definitions, and name the themes.

6. Write the report chapter Write the report and present the result of the
thematic analysis in the order of research
questions.

The analysis of the transcripts began with phase 1. The interview transcripts (Appendix 3) were
thoroughly read several times. During the first phase, colour marking was used to differentiate the
respective responses related to research questions 2 and 3. The instructional changes, corresponding
with research question 2, were marked in yellow, the affordances and benefits were coded in green, the
challenges and problems were marked in orange, and the passages not directly related to the research
questions were highlighted in pink. In phase 2, these marked extracts were grouped together according
to the corresponding research questions. In phase 3, the answers were organised into smaller groups and
inspected for potential patterns. In phase 4, the potential patterns were analysed, and the potential themes
were identified with the corresponding responses. The final themes for research question 2 are: Easier
lesson planning, More in-class assessment. The final themes for research question 3 are: Brainstorming,
Autonomous learning, Unreliability, Lack of Learning, and Academic dishonesty.

3.5. Research ethics

Swedish Research Council’s (2017) ethical rules indicate four basic requirements for researchers:
namely, maintaining confidentiality, obtaining consent, the need for clear information, and ensuring
proper use of collected data.

The first page of the questionnaire administered to the students introduced the study's purpose, which is
to seek insights into the effects of ChatGPT from the students’ perspectives. This allows the students to
understand the study’s purpose, and participation in the questionnaire was entirely voluntary. The
section also included contact information in case the students have further questions regarding the study.
As the students are above 15 years old, the necessity for the guardian to fill out the consent form is not
needed (Swedish Research Council, 2017).
Both teachers were informed in advance via mail about the purpose of the study and the materials
(questionnaire and interview questions) and consented to participate. Additionally, the principals of the
schools were informed about the participation of the students and teachers by the teachers.

Before the interview, the teachers were informed that the interviews would be recorded, and that they
had the right to decline the interview if they were not comfortable with it. To maintain confidentiality,
the answers/views of both students and teachers are kept completely anonymous, and information about
who the participants are or where they go to school or work is kept private.
4. Results
This chapter presents the results of the study. Section 4.1. reports the quantitative questionnaire data
gathered to answer the first research question. Section 4.2 reports the analysis of the qualitative interview
data to answer the second and third research questions using the theory-driven thematic analysis.

4.1. Students’ reported use of ChatGPT

In this section, we will present the server data of the study. The first part consists of non-users of
ChatGPT for English language learning, and the second part includes data from users of ChatGPT in
English classes, along with the purpose and reasons for using it.

4.1.1. Non-users

As mentioned in table 5, out of 63 students, 11 students (17,5%) reported not using ChatGPT at all and
52 students (82.5%) reported using ChatGPT. When it comes to using ChatGPT in English class or for
English assignments, out of the remaining 52 students, 27 students (51.9%) reported yes and 25 students
(48.1%) reported no.

Table 5. Students’ usage of ChatGPT

Yes No Total

Have used ChatGPT 52 11 63

Haver used ChatGPT 27 25 52

in English class or for
English assignments

The students were asked to motivate their reasons for not using ChatGPT or not using it for English
learning. The most common choice was “It is not helpful/not assisting”. The second highest choice was
“It is wrong to use it” and the third highest was “It is difficult to use it”. Some students have written
down their reasons for not using ChatGPT, as mentioned in the table 6 below. Many of the answers fall
into the category “non-reliability”, where students express their lack of trust in using ChatGPT.
Furthermore, students responded by emphasising their own responsibility for their learning and
knowledge without the help of ChatGPT. The last category includes other responses mentioned by the
students.

Table 6. The students' reasons for not using ChatGPT.

 Non reliability Personal responsibility Other

-I am not sure if i can rely on it. -I don't see what i would
I can not tell whether the information given use it for, i don't want it
by ChatGPT is true or not. to write answers for me. I
-It gives me fault information. prefer to figure things out
It feels inaccurate and less reliable. on my own.
-It is sometimes unreliable and might draw -I won't be able to
unnecessary parallels that are irrelevant. develop my English skills it, I have just always
-It is not a good source of information, if I simply rely on
because it can create fake information. ChatGPT.
-I don't trust it. I would rather just research - I think it's not good
things myself on websites because that’s because I don't
where the AI gets its information from too. understand everything
when I haven't written it
myself.
-Not during any
assignment as I believe
an assignment should
assess my knowledge and
abilities in that topic.
-I didn't find a reason to
use it.
-I don't know to be
honest why i do not use
it, would not say it is
necessarily wrong to use
preferred the books.
-If you are caught using
ChatGPT, you will fail
and potentially face other
repercussions so it is not
worth the risk.
-I do not want to have a
record of my life and
questions on the internet.

4.1.2. Users for English learning

Out of 63 responses, 52 students (82.5%) mentioned using ChatGPT, with 27 students (51.9%) of them
reporting its use in English class or for English assignments. The chart below shows the duration of their
overall usage. Results indicate (overall use of ChatGPT) that 24 students (46.2%) had been using the
program for six months or more, so they are categorised as early adopters. Additionally, 16 students
(30.9%) were recent adopters (Between two and five months), while 12 students (23%) were late
adopters (One month or less). See Figure 5 below for a visual representation of the finding.

Figure 5. Pie chart of reported time using ChatGPT

Regarding ChatGPT use for English class/assignments, 14 out of 27 students (51.85%) are rare users
(once a month or more rarely), 11 out of 27 students (40.74%) are occasional users (Several times per
month), 1 out of 27 student (3.70%) are consistent users (once or two times per week), and 1 frequent
user (three times or more often per week). See Figure 6 below for a visual representation of the findings.

Figure 6. Pie chart of reported time using ChatGPT for English learning

4.1.2.1. Students adoption of ChatGPT: Key influences

When asked about the factors that led them to start using ChatGPT, students provided various insights.
Notably, 32 out of 52 students (61.5%) picked the influence of friends. The second most common factor,
chosen by 29 out of 52 (55.8%), was “teacher and school”, suggesting that their teacher and school have
influenced them on using ChatGPT. A significant 27 out of 52 students (51.9%) chose the influence of
starting ChatGPT was due to the influence of social media, while 13 out of 52 students (25%) mentioned
being influenced by “News”. Additionally, there were open-ended responses, including statements such
as “it’s extremely efficient and understand my questions, i could not find my answers on Google”, along
with mentions of how their family and friends have encouraged them to use ChatGPT.
4.1.2.2. Students adoption of ChatGPT: Purposes

The students were asked about the purposes or reasons for using ChatGPT in their English class or for
English assignments. As shown in the Figure 7 below, the most picked choice was “Inspiration or
brainstorming” selected by 24 out of 27 students (88.9%). When asked to provide further details on the
purpose of using ChatGPT, one student explained how it helps with brainstorming and get new ideas
and inspiration:
Personally, I use ChatGPT as an assistant in my daily life. I ask it questions and also ask it
to write texts for me. Although, the difference from what teachers believe, is that i don’t
actually use these texts and turn them in as they are. I use them as drafts for brainstorming
and this has definitely helped me in learning to edit texts and learn to emplasize what is
important and what is not. By taking different parts from different texts and rewriting them,
I learn new phrases and ways of saying in a different way.

The results show that 20 out of 27 students (74.1%) mentioned using ChatGPT to search for additional
information. One student added: “I choose it to get more perspective around a topic and also search for
additional sources that strengthens the value of the information i receive from my prompt.” Additionally,
some students mentioned the need for assistance, for example, in editing a text or help with the structure
of a text. Thus, 13 out of 27 students (48.1%) chose “assistance with assignments” and 12 out of 27
(44.4%) chose “write or edit a text”. Other choices include “Improve language proficiency” picked by
11 out of 27 students (40,7%), seeking clarification on course materials chosen by 8 students out of 27
(29,6%), and lastly, for translation, chosen by 4 out of 27 students (14.8%).

Figure 7. Purposes for students’ use of ChatGPT in English class or assignments

4.1.2.3. Students adoption of ChatGPT: Perspectives
The students were given a 5-scale Likert question (ranging from not effective at all to extremely
effective) to express their opinions on how effective they believe ChatGPT is in improving their English
language skills (PE). Figure 8 demonstrates the result of question 9. 27 students have responded to the
question with most selected going to number 4, receiving 12 out of 27 (44.4%). There were 7 out of 27
students (25.9%) selected for both numbers 2 and 3, and one student (3.7%) selected “extremely
effective”.
Figure 8. Students’ Performance Expectancy of ChatGPT

For the EE (Figure 9), 13 out 27 students (48.1%) found it very easy to use ChatGPT, (chose range 5)
and 9 out of 27 students (33.3%) selected range 4, and 4 students (14.8%) chose range 3. Only 1 out of
27 students (3.7%) chose scale 1. The results indicate that the majority of the students found the AI
chatbot is very easy to use for English learning.

Figure 9. Students’ Effort Expectancy of ChatGPT

Regarding the influence of teachers and friends on using ChatGPT (Social Influence), the answers were
mixed (Figure 10). The result shows 9 out of 27 students (33.3%) were in range 3 (highest), while 8 out
of 27 students (29.6%) chose range 2, and 4 out of 27 (14.8%) chose range 1, indicating that the use of
ChatGPT is not highly influenced by teachers.

Figure 10. Social Influence on ChatGPT

Additionally, for BI (Figure 11), 13 out of 27 students (48.1%) are very likely to continue using
ChatGPT (Range 5), with 7 out of 27 students (25.9%) selecting range 3 and 5 out of 27 students (18.5%)
selecting range 4. Lastly, only 1 out of 27 (3.7%) selected range 1, and another 1 student chose range 2.

Figure 11. Students’ Behavioural Intention of ChatGPT

Finally, Figure 12 demonstrates the average mean score of PE, EE, SI and BI. The average score for PE
is 3.2525. The result suggests that students have a moderate level of expectations of the effectiveness of
ChatGPT impact on their English language learning. The average score for EE is 4.259, which is
relatively high, and it is the most significant factor of the acceptance and use of AI-Chatbot. The average
score of SI is 2.629. Lastly, the average score of BI is 4.037, which is the second highest score.

Figure 12. The average score of Students’ perspectives of ChatGPT

4.2. The instructional changes in ELT

4.2.1. Easier lesson planning

In the thematic analysis, Easier lesson planning was the most prominent theme in the instructional
changes. This theme includes how both teachers reveal the impact of ChatGPT on their lesson planning
and material preparation, for language teaching. Both teachers expressed similar opinions, they believed
ChatGPT is a strong and useful tool when it comes to lesson planning and material preparation. They
highlighted how ChatGPT can make lesson planning easier. Teacher 1 expressed: “[...] it can help me
create a lot of text” and Teacher 2 claimed: “I've actually used it [...] to save time. It has become a time
saver sometimes.” Teacher 1 describes ChatGPT as a great tool to help teachers to escape from boring
tasks.

Teacher 1 teaches both French and English. However, she has been using ChatGPT most in preparing
the French lesson and less in the English lesson. The following interview extract exemplifies how she
has been using it in language teaching.

For French

I ask ChatGPT to write ten-sentence text using as many adjectives as possible. I can ask
the students to highlight all the adjectives and tell me in which form they are written
(Teacher 1).

For English

In English maybe I've asked it to summarise grammatical rules or something just to see
if there's a very concise way of putting something. [...] then just see what it comes up
with to see if I can use it somehow (Teacher 1).

Teacher 1 mainly used ChatGPT to generate grammar exercises, and she has been using the AI chatbot
more into her French lesson planning. This is because she believes that the beginner-level French
students require extensive grammatical exercise for practice, and ChatGPT can help her to generate and
reduce her workload. For her English students, Teacher 1 has barely used ChatGPT for lesson planning
because she thought the students might not benefit as much from these basic grammar practices. Teacher
1 said: “[...] they are on such a high level of proficiency.” and “[...] they will not benefit as much from
using it”.

Similarly, Teacher 2 has been using ChatGPT to generate Grammar exercises. In contrast, Teacher 2
stated that he has been using ChatGPT for higher level English teaching (English 7). The following
interview extract illustrates how Teacher 2 utilises ChatGPT to generate grammar exercises.

I created a, in English 7, just click quickly created a grammar exercise for phrasal verbs,
you know, and it was basically giving me 20 questions with phrasal verbs that they were
supposed to then switch out with a single word verb (Teacher 2).

Teacher 2 said this exercise contained some items that did not work, and that ChatGPT is not always
accurate. However, he explained that while ChatGPT could generate inaccurate grammatical exercises,
students could benefit from this by identifying the inaccuracies when answering the questions. This
process could also enhance their understanding of English language.
Despite Teacher 1 and Teacher 2 having slightly different opinions on using ChatGPT in high level
English teaching, they both agreed that the AI-chatbot is a useful tool, making the preparation of lesson
plans and materials easier.

4.2.2. More in-class assessment

The second prominent theme about instructional changes in the thematic analysis was more in-class
assessment. It is about the transformative impact of ChatGPT in teaching and assessment practices, and
how ChatGPT influenced teachers to reconsider their design of activities and assessment in ELT. Both
Teacher 1 and Teacher 2 mentioned that they had been using in-class assessments for writing and
speaking before the launch of ChatGPT. They have used GoogleDocs and DigiExam to monitor
students’ writing process and to reduce the risks of plagiarism. Teacher 2 has been using DigiExam for
important writing assessments since 2015. For speaking, they have used presentation and discussion to
assess students’ speaking skills. However, the AI-chatbot has compelled teachers to reconsider the
activities and assignments given to the students. They must be more cautious in identifying whether
students are producing original work. Teacher 1 said: “[...] I force my students to write it in the classroom
without help.” Teacher 1 indicated that she will no longer give feedback to any bring home assignments
because “[...] I know they can use additional sources”. Teacher 1 and Teacher 2 are using Digiexam for
every writing assessment (Not Google Docs because it cannot avoid the risk of plagiarism). Digiexam
as a computer program will lock other running programs on students' computers, which can prevent
cheating but also limit the field of writing topics and formats, since the students have to write shorter
text (in class with limited time) and without references. The following interview extract illustrated how
ChatGPT impacted Teacher 2’s teaching and writing assessment.
We wouldn't use the Digiexam to write a normal word document. So now it means that
I have to think more about doing everything in, something like, that changes the style
of the assignments they're doing. I mean if you were to work with progression and aim
towards doing larger assignments, like to use external sources, there's a problem
because you need access to those external sources (Teacher 2).

When it comes to speaking assessments, both Teacher 1 and Teacher 2 indicated that they have more
group discussions in their English lessons. Teacher 2 said he had changed the ways to design classroom
activities, so the students “[...] got to critical thinking and not just producing a text or anything, that they
have to discuss with each other”. The students will not be informed of the discussion topics beforehand,
and they will not have the chance to prepare their speech with ChatGPT before the lessons.

The potential issues with More in-class assessments are as follows. Teacher 2 expressed concerns of not
having enough time to complete all the teaching plans, he further indicated that the limited lesson hours
are not sufficient for teaching and the increasing demand of in-class assessment. Teacher 2 explained:
“We can only have short texts for writing assessment because, you know, we don’t have enough time
for everything.”

In conclusion, both teachers consider the launch of ChatGPT did not really change their teaching styles,
since they have been using in-class assessment for English. However, ChatGPT has made them more
cautious with the assignment and activity design in class, and they are more aware of students.

4.3. Affordance and challenges

4.3.1. Brainstorming
In exploring the role of ChatGPT in ELT, a prominent theme emerges: Brainstorming. Both teachers
mentioned brainstorming as the most significant benefit offered by ChatGPT. They expressed similar
views on the potential of ChatGPT in brainstorming. Teacher 2 considers ChatGPT allows learners to
think outside of the box and come up with new ideas. Both teachers indicated that many teachers are
using ChatGPT for lesson planning. The following interview extracts exemplify how teachers suggested
using ChatGPT for brainstorming.

If you have new material, and you've only maybe read once, then of course it would be
easier maybe to ask, to just write 10 questions that would help the students understand
the statement, like study questions (Teacher 1).

For instance, if you say, okay ‘Give me a lesson plan for’, you know, ‘high school for
this topic’ or this book. It may give you suggestions that you haven't thought of yourself.
So you can learn by yourself as a teacher, how to work in new ways, maybe it doesn't
suit you but whatever (Teacher 2).

ChatGPT can also be useful to guide students to begin with their assignments. Teacher 1 explained that
some students are struggling with getting started with their assignments. They hesitated when facing a
blank paper and did not know how to start with the first sentence. The following interview extract
revealed how Teacher 1 suggested students to use ChatGPT to assist writing.

If they(students) would let them, (ask ChatGPT) ‘give me the first sentence’. If they
could stop at that, like ‘give me a strong first sentence, I could get started’ (Teacher 1).

However, Teacher 1 also expressed concerns of whether students would stop at the “Give me a strong
first sentence” stage. She indicated that some students might use ChatGPT as a shortcut and continue to
use the AI-chatbot to complete the entire assignment. Teacher 2 was worried that the students might
start considering “Maybe I can just let it help me a lot more.” and lead to cheating.
4.3.2. Autonomous learning

The second theme that emerges in the thematic analysis is Autonomous learning. This theme was created
when teachers talked about the possibilities for students to learn English autonomously by using
ChatGPT. Teacher 1 has advised her language students to use ChatGPT when they are at a failing edge.
The following interview extract is how Teacher 1 suggested her students to use the ChatGPT for
language learning.
I tell them, use ChatGPT to give you a lot of questions, a lot of assignments. So, you
can just work on finding the correct answer, and then ask it to give you the key. And
then write a text in French, tell ChatGPT to correct it for you and say why there are
mistakes, what kind of mistakes are there. So, it will give them help in figuring out how
to write sentences (Teacher 1).

In this extract, Teacher 1 suggested students to actively use ChatGPT as a tool for autonomous learning.
Instead of teachers providing limited learning materials, by interacting with ChatGPT, students can
practise with ChatGPT, choose the exercise, and receive instant feedback which they can analyse their
errors and reflect on.

4.3.3. Unreliability
Another theme identified in the thematic analysis is unreliability. The theme was created when both the
teachers mentioned how using ChatGPT for language learning and teaching provides uncertain answers.
Both teachers reported not to have ever used ChatGPT for writing assessment, due to its unreliability.

Teacher 2 shared some of his personal experiences with using ChatGPT. Once he prompted the AI-
chatbot to generate a literary analysis for a short story, it provided him with a well written essay with
characters who do not exist in that short story. Teacher 2 later discovered that the AI-chatbot had
combined two different short stories written by the same author. Teacher 2 warned that ChatGPT is not
always accurate, “despite it being called as artificial intelligence, but it is not intelligent, it makes
mistakes”. ChatGPT is still at the stage of absorbing and copying, it is not thinking. Both teachers
highlighted the importance of not fully trusting AI generated information. It is essential to check the
sources and the reliability.

Teacher 1 summarised why people easily trust ChatGPT than other internet sources. She said: “[...] when
the students Google something or research something, (students) find information like who has
distributed this, who wrote this [...]”. The students have to read and compare different sources
objectively, so they can learn about the additional information. Teacher 1 claimed that the biggest
problem of ChatGPT is that users view ChatGPT “[...] as if it is a friend, and they stop questioning the
AI.” The following interview extract revealed how Teacher 1 views the interaction between humans and
AI.
 They have to be reminded, yeah. And I think grownups need to be reminded, because
they... We are also prone to believing things. Our mind is set to thinking that things are
true. We don't question everyone and everything all the time. We think that people are
telling the truth, and that people wouldn't...Why would they lie to me? And I think it's
the same with ChatGPT (Teacher 1).

The above quote describes how Teacher 1 is worried that students might stop critical thinking in
interacting with ChatGPT. Due to its capacity to generate human-like responses, users tend to treat the
AI as a human and may forget to consistently question its reliability, which can later lead to lack of
learning.

4.3.4. Lack of learning

In the theme of thematic analysis, another theme created was lack of learning. Both teachers mentioned
that students may not acquire sufficient knowledge, resulting in a lack of learning. Teacher 2 mentioned
the students are not truly learning if they choose to use or copy from ChatGPT for certain activities. He
said that many students are: “[...]using it as a quick fix to write sentences and come up with vocabulary
and formulations that they haven't really thought of themselves”. This happens when they use external
materials without thinking deeply about what they’re learning. This quick-fix mentality may give
immediate results, helping students achieve their immediate goal, such as assignments. However, it does
not help them remember or truly learn the information. In the long run, it may create issues. Teacher 2
further mentions that the short-term understanding of the subject may be good but genuine learning
involves critical thinking, which should result in lasting knowledge and skills.

4.3.5. Academic dishonesty

Academic dishonesty became another prominent theme in the thematic analysis due to the challenges
faced between the teachers and students due to the use of ChatGPT. As mentioned in section 4.2.1,
teachers are more aware of students using ChatGPT. Teacher 2 said “[...]I think one problem apart from
using it/trying to use it to cheat [...]”. He further indicated that despite students being aware that they
should produce their original work, there will always be a small percentage of students who use the AI-
chatbot in the wrong way because “[...] they need to, you know, perform, take over, and they don't have
that self-discipline to be able to not do it.” This corresponds with what Teacher 1 pointed out before,
students can use it for brainstorming, but some students might not stop there.

When teachers discover a student has used ChatGPT for cheating, addressing the situation can be quite
challenging. Teacher 1 highlights how it can create distrust between students and teachers, leading to
uncomfortable and awkward situations. The teachers mentioned that responding to these situations when
a student is caught cheating is a challenging task. Teacher 1 shared her recent realisation about a student's
work not being authentic and discussed with us how to address it. There is content in the student’s work
that does not seem like his own, especially when he mentions research related to an assignment. She
mentioned not directly inquiring the student about whether the student took extra assistance, but
planning to ask how he gathered information. In conclusion, using ChatGPT can cause distrust between
students and teachers. Teachers mentioned that it is important to address this issue by making sure
everyone is committed to honest learning.
5. Discussion
The purpose of the present study is to explore the use of artificial intelligence tools, particularly
ChatGPT, in English language teaching (ELT) at upper secondary schools in Sweden. The focus is on
understanding how this Chatbot has influenced practices from the perspectives of both teachers and
students. In the previous chapter, the results of the study were presented regarding the research
questions. In this chapter, the first section discusses results in relation to the study’s background chapter,
i.e. theoretical perspectives, and previous research. Then, the study’s methodology is discussed, and
finally, pedagogical implications and future research related to the subject are presented.

5.1. Discussion of results

5.1.1 The extent and purposes of students’ report using ChatGPT

The first research question of the current study examined the extent and purposes of Swedish upper-
secondary students' report using ChatGPT. The results showed that the majority (82.5%) of the students
have used ChatGPT and 42.85% of them have used ChatGPT in English class or for an English
assignment. Most of the students who have used ChatGPT for English learning were rare users and
occasional users. This result indicated that in general, despite ChatGPT being popular, using ChatGPT
for English class/ English assignment has not become a popular trend among Swedish upper-secondary
students.
Regarding the purposes of students using ChatGPT, the results revealed that Swedish upper secondary
students mainly use ChatGPT for brainstorming and assistance. The most popular purposes of students
using ChatGPT for English learning is inspiration of brainstorming (88.9%), followed by search for
additional information (74.1%), assistance with assignments (48.1%). When comparing these results
with Ngo’s (2023) research, it indicates that both Swedish upper secondary students and Vietnamese
university students use ChatGPT for providing additional information and better understanding theories
and concepts. Swedish students rarely use ChatGPT for translation purposes, with only 14.8%, the
lowest among the choices. In contrast, Vietnamese university students consider translation as the third
highest reason for usage. One possible explanation might be that the Swedish students use other
programs for translation. Another possible reason might be, as Teacher 1 suggested, that the English
language proficiency of Swedish upper-secondary students is good enough for their current English
lessons, hence they are less dependent on translation. On the other hand, Vietnamese university students
depend more on ChatGPT for translation. This could be because they have a higher demand of reading
academic research and studies in English, and they rely on ChatGPT more to translate the formal English
texts relating to their research fields.
Liu & Ma (2023) indicated that Chinese EFL background users employ ChatGPT to enhance their
writing and reading skills. In the current study, the participating Swedish students reported using
ChatGPT only to assist English writing. One of the students said they can “use it as a tool for instance
to help you with the structure if a text”, another student claimed one can use ChatGPT to “get a good
structure before writing an essay, for example, ChatGPT can give me headlines and general ideas to
write about.” The results suggest ChatGPT can serve as a powerful tool for assisting in English writing
for worldwide English language learners.

For students' perspectives, the findings of the current study align with Ngo (2023) and Haglund (2023),
that “Easy to use” is the most influential factor, and the performance expectancy in the UTAUT model
is the second significant factor towards the students’ adoption of ChatGPT. In the questionnaire, the
Effort Expectancy section has the highest average score of 4.259, which suggests students found
ChatGPT to be very easy to use. EE is a positive aspect of students’ acceptance of the new technology.
Social influence has the lowest average score, 2.629. SI or the recommendations from teachers and
friends are not an influential factor under the context of using ChatGPT for English learning. As the
UTAUT model suggests, behavioural intentions are directly linked with user behaviour. The high score
of BI (4.037) indicates that the student held positive perspectives in continuing to use this technology in
their future English language learning. The results of the perspective section in the questionnaire showed
students found the technology very easy to use and had strong intentions to continue using ChatGPT.

5.1.2. The changes in ELT instructional practices from the advent of

ChatGPT
Research question 2 investigates the changes in instructional practices among teachers in the field of
ELT. The results revealed that both Teacher 1 and Teacher 2 agree that the ChatGPT changed their
teaching style to a certain extent, even though they have been utilising in-class assessment for English
before the launch of ChatGPT. However, the AI-chatbot has prompted them to exercise greater caution
in designing assignments and activities in class, and they now pay increased attention to their students.

One of the other changes in instructional practices teachers mentioned is ChatGPT has reduced their
workload and made the preparation of lesson plan and material easier. According to previous studies,
such as the one conducted by Ulla et al. (2023) in Thailand, the findings align with teachers in both
Thailand and Sweden. They mention that ChatGPT can create a complete lesson plan with different
activities, proper time management, necessary resources, and step–by-step instructions which makes it
a valuable tool for teachers.
Language teacher cognition refers to the understanding, beliefs, and thought processes that language
teachers have about language and learning. The action of teachers can be understood through the
framework of teacher cognition (Li, 2017). Teacher 1 is more prone to use ChatGPT in her French
classes rather than English. She attributes this choice to the level of proficiency in the language.
Additionally, she mentions how French students require extra help with ChatGPT, as it enhances the
teaching process. This is connected to the theory of teacher cognition, suggesting that a teacher’s
understanding is shaped by their experiences (Li, 2017). On the other hand, Teacher 2 has a more
positive interest in AI and overall technology, with an engineering background showing his interests
and use of AI in the classrooms. This also aligns with the theory of cognition, showing how a teacher's
personal interest and background shapes their teaching.

5.1.3. The affordances and challenges of ChatGPT from ELT teachers’

perspectives
Research question 3 explores the affordance and challenges ELT teachers face due to ChatGPT.
Regarding its affordances, the findings reveal that teachers find it valuable for brainstorming, as a
helpful resource, and for saving time in their daily tasks. Besides, ChatGPT can promote learning
autonomy. On the other hand, challenges include concerns about reliability, lack of learning and issues
of academic dishonesty.

One of the affordances provided by ChatGPT is to promote learner autonomy. Autonomous learners
have strong ownership of their learning process. The learning process with ChatGPT corresponds with
learner autonomy, where students take charge of every decision in their learning process. This suggests
that ChatGPT can function as a CALL tool for students’ autonomous learning process. Instead of
teachers providing limited learning materials, by interacting with ChatGPT, students are given the
autonomy to choose the assignments and activities they are interested in. Kasneci et al. (2023) suggested
that ChatGPT can assist students’ development of learning through personalised materials, which can
improve student performance and enhance learning experiences. ChatGPT can serve as a tutor to
continue guiding students’ autonomous learning by providing learner-fit materials, identifying the
linguistic difficulties, giving suggestions, and constantly assessing and reflecting the students’ strength
and weakness in language proficiency.

Ulla et al. (2023) mentioned teachers expressed concerns about the authenticity and reliability of
ChatGPT. They noticed some students rely on it too much, which can affect their ability to think
critically. Another issue brought up in previous research and seen in the current study is the concern
about cheating. As mentioned by Iqbal et al (2023), teachers have a negative attitude towards the use of
ChatGPT, as students are found cheating. Teacher 1 and 2 have faced problems with students cheating
and require assistance to address these issues. In summary, despite the two participating ELT teachers
expressed concerns of ChatGPT, they were mainly positive towards the pedagogical implication of
ChatGPT.

5.2. Discussion of methodology

The study aims to illuminate the use of artificial intelligence chatbot, ChatGPT, in English language
learning and teaching. The study adopted both quantitative and qualitative research methods to examine
both Swedish upper secondary school students’ and ELTs’ perspectives of ChatGPT in English class.

The current study conducted an online questionnaire to address research question one, which asked to
what extent and for what purposes English learners use ChatGPT. The online questionnaire collected
quantitative data which are easy to analyse in the forms of tables and charts. However, the limitations
of the questionnaire were administered to a small sample of students, and all the participating students
are from two upper-secondary schools located on the same street in Stockholm. Therefore, their
perspectives of ChatGPT might not represent the general views of Swedish upper secondary students.

The purpose of the interviews was to gain insight into how teachers perceived the impact of ChatGPT
in their personal ELT experiences. The current study used semi-structured interviews with two teachers
who have slightly different perspectives toward the application of ChatGPT in ELT instructional
practices. The semi-structured interview is a flexible research approach which allows adaptation to the
interviewees’ answers. A weakness of an interview is that the interviewee might be too shy or too
verbose, producing less sufficient data (Dörnyei, 2007). However, since the two interviewees are two
experienced ELT teachers, the choice of the semi-structured interview seemed to be effective. The
choice ensured the researchers did not fall short of data and obtained all the necessary information they
needed.

5.3. Pedagogical implications and future research

The current study focuses on how students’ and teachers’ perspectives on ChatGPT in English class.
The study highlighted the extent and purposes of students using ChatGPT in English learning. The
changes in ELT instructional practices, and the affordance and challenges of ChatGPT from teachers'
perspectives. The results indicate using ChatGPT for English learning is not that popular among
students, and they have only been using it for brainstorming and searching for extra information. Most
of the students are using ChatGPT as a search engine. Some of them are consciously using the ChatGPT
as a tool to support their English writing. Furthermore, the results show that teachers are using ChatGPT
to reduce workload, and they are more carefully examining whether students are using ChatGPT for
wrong purposes.

The findings of the current study can offer suggestions to the potential pedagogical implications of
ChatGPT in the field of ELT. ChatGPT can function as a power tool to assist teachers in their
instructional practices, and it has the capacity to become an additional tutor to support students’ language
learning. If teachers are willing to recommend their students to actively use ChatGPT for learning, they
should introduce a variety of use cases for ChatGPT. Likewise, they should give students guidelines on
how to use the AI-chatbot as a tool for enhancing language proficiency instead of a shortcut for achieving
higher grades. On the other hand, if the teachers hold negative perspectives on employing ChatGPT in
ELT, they could emphasise the unreliability and the potential risks with using ChatGPT. Last but not
least, regardless of teachers who are pro or against ChatGPT in ELT, teachers and students should openly
discuss the affordances and challenges provided by the AI-chatbot, avoiding it becoming the elephant
in the room.

Future studies on the use of ChatGPT in education are necessary to understand how it affects students’
learning in the long run, how it can collaborate with other educational tools, and how teachers can use
it effectively. The current study focused on ChatGPT 3.5, which is an offline AI-chatbot. The newly
released ChatGPT 4.0 is both online and provides various extensions. These include turning users’
prompt into visual art, a stronger text-to-voice feature, which can be extra beneficial for students to
enhance their speaking and listening skills. Additionally, ChatGPT 4.0 has greater accuracy, which
suggests the risk of unreliability of the AI-chatbot will be less significant. Future studies can help us
gain a better understanding of how ChatGPT can be used responsibly and enhance the English language
learning and teaching process.
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Appendix 1: Formal Letter
Writing a formal letter for a job application requires careful attention to detail and a professional tone.
Here's a step-by-step guide to help you compose an effective job application letter:
1. Contact Information:
- Your name
- Your address
- City, State ZIP Code
- Email address
- Phone number
2. Date:
- Include the date on the top right or left corner of the page.
3. Employer's Contact Information:
- Employer's name (if known)
- Company name
- Company address
- City, State ZIP Code
4. Salutation:
- Use a formal salutation, such as "Dear [Mr./Ms./Dr.] [Last Name]," if you know the person's name. If
you don't know the name, use a general salutation like "To Whom It May Concern."
5. Introduction:
- Start with a strong opening paragraph that states the position you are applying for and where you
found the job posting.
6. Body of the Letter:
- Highlight your qualifications and relevant experiences. This is your opportunity to showcase why you
are the ideal candidate for the position.
- Draw attention to specific skills, experiences, and achievements that align with the requirements of
the job.
- Provide examples that demonstrate your capabilities and accomplishments.
7. Closing Paragraph:
- Express your enthusiasm for the position and the company.
- Mention your desire for an interview to further discuss your qualifications.
8. Closing Salutation:
- End with a formal closing, such as "Sincerely" or "Best Regards."
9. Signature:
- Leave space for your handwritten signature above your typed name.
10. Enclosures:
- If you are submitting additional documents, such as a resume or reference letters, mention them in
your letter.
Appendix 2: Lesson plan
Title: Exploring Global English

Objective: Students will explore the concept of Global English by examining its variations, impact, and
significance in different parts of the world.
Materials:
1. World map
2. Whiteboard and markers
3. Multimedia resources (videos, audio clips, articles)
4. Worksheets for group activities
Introduction (15 minutes):
1. Begin with a discussion on the concept of Global English. Ask students what they understand by the
term and if they are aware of different English varieties around the world.
2. Show a world map and pinpoint regions where English is spoken as a first language and where it
serves as a second language. Discuss the historical reasons for the global spread of English.
Activity 1: Varieties of English (20 minutes):
1. Divide the class into small groups and assign each group a region where English is spoken.
2. Each group should research and present information on the specific characteristics of English spoken
in their assigned region, including vocabulary, pronunciation, and cultural influences.
3. Encourage discussion about how these variations contribute to the richness of Global English.
Activity 2: Impact of Global English (20 minutes):
1. Show short video clips or play audio recordings featuring people from different parts of the world
speaking English.
2. Discuss the impact of globalization, technology, and the internet on the standardization and spread of
English.
3. Lead a class discussion on the advantages and disadvantages of English as a global language.
Activity 3: English in Media (15 minutes):
1. Discuss the influence of English in global media, including movies, music, and social media.
2. Analyze how English language expressions, idioms, and slang from different regions have made their
way into popular culture.
3. Explore how the use of English in media can shape perceptions and contribute to cultural exchange.
Closure (10 minutes):
1. Summarize key points discussed during the lesson.
2. Ask students to reflect on the significance of Global English in their lives and future careers.
3. Assign a short homework task, such as writing a reflection on how their understanding of English has
evolved through the lesson.
Assessment:
Evaluate students based on their participation in group activities, the accuracy of information presented,
and their reflections on the significance of Global English.
Appendix 3: Questionnaire
Questionnaire about ChatGPT in English class
We, Yuchen Zeng and Tanzima Mahmud, invite you to participate in a study about students’ use of
ChatGPT in English class. The study is for a university degree project as part of our English language
teacher training programme at Stockholm University. The aim of the study is to better understand the
impact of the artificial intelligence chatbot ChatGPT from students’ and teachers’ perspectives.
You participate in the study by completing the questionnaire below. Estimated time to complete it is
around 15 minutes. The answers will only be used for the degree project and only authorised persons
have access to them. The answers will be presented quantitatively and individual students’ names will
not be mentioned. If you have questions, please contact us via email at yuchen.zeng@outlook.com,
samzima@live.com or our supervisor Per Snoder at per.snoder@su.se.

By clicking“next page” below, you confirm that you give your informed consent to participate in the
study.

Section 2 of 7
Demographics
1. What is your gender?
● Female
● Male
● Prefer not to say
● Other…

2. How old are you?

*
3. The artificial intelligence chatbot ChatGPT was launched in November 2022 and is freely available
through OpenAI’s online site. Have you ever used it?
● Yes
● No
●
Section 3 of 7
Experiences
4. How long have you been using ChatGPT?
● One month or less
● Between two and five months
● Six months or more
5. What influenced your choice to start using ChatGPT? Select all that apply.
● Social media
● Teachers, school
● Friends
● News
● Other…
6. Have you used ChatGPT in English class/for an English assignment in or outside school?
 ● Yes
● No

Section 4 of 7: ChatGPT in English class

7. How often do you use ChatGPT in English class/for an English assignment in or outside school?
● Once a month or more rarely
● Several times per month
● One or two times per week
● Three times or more often per week

8. For what purpose/s do you use ChatGPT in English class/for an English assignment in or outside
school? Select all that apply.
● Search for additional information
● Write or edit a text
● Inspiration or brainstorming
● Seek clarification on course material
● Assistance with assignments
● Improve language proficiency
● Translation
● Other…

Section 5 of 7: Perspectives
9. How effective do you think ChatGPT is in improving your English?
Not effective at all 1 2 3 4 5 Extremely effective
10. How easy(convenient) is it for you to use ChatGPT in English class/for an English assignment in or
outside school?
Very difficult 1 2 3 4 5 Very easy

11. How influential are your teachers and friends in promoting or discouraging using ChatGPT in
English class/for an English assignment in or outside school?
Not influential at all 1 2 3 4 5 Extremely influential

12. How would you rate the technical support available to you for using ChatGPT?
Poor 1 2 3 4 5 Excellent

13. How likely are you to continue using ChatGPT in English class/for an English assignment in or
outside school?
Very unlikely 1 2 3 4 5 Very likely

Section 6 of 7: Additional
14. You answered that you didn’t use ChatGPT(or not for English). Please motivate your choice. Select
all that apply.
 ● It is not helpful/not assisting
● It is difficult to use it
● It is wrong to use it
● Other…

15. Is there anything else you want to share about why you don’t use ChatGPT? Please elaborate:
Section 7 of 7: Additional
16. Is there anything else you want to share about how and why you use ChatGPT in English class/for
an English assignment in or outside school? Please elaborate:
Appendix 4: Interview questions
1. Biographical information (gender obvious):
1a. How old are you?
1b. How many years have you taught English?

2. Specific questions (allowing you to answer RQ 2-3):

2a. The artificial intelligence chatbot ChatGPT was launched in November 2022 and is widely used
today. What can you tell me about how the arrival of ChatGPT has influenced your way of teaching
English? Tell more more/Give examples!

Follow up-questions:
2b. Things to consider are changes to classroom activities, teaching procedures, teaching materials,
written assignments, student learning, assessment, classroom environment, etc.
2c. Is there anything else you can tell me about how ChatGPT has changed your teaching of English?
Tell me more/Give examples!

3a. In your experience, what are the added benefits of using ChatGPT in your English classes? Tell me
more/Give examples/Why is that so?
3b. Is there anything else you can tell me about the advantages of using ChatGPT in your English
classes?
3c. In your experience, what are the problems involved in using ChatGPT in your English classes? Tell
me more/Give examples/Why is that so?
3d. Is there anything else you can tell me about the disadvantages of using ChatGPT in your English
classes?
Stockholms universitet/Stockholm University
SE-106 91 Stockholm
Telefon/Phone: 08 – 16 20 00
www.su.se