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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Ashoori Tootkaboni, Arezoo, Maghsoudi, Mojtaba. (1404). ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2025.69801.2829
Arezoo Ashoori Tootkaboni; Mojtaba Maghsoudi. "ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22034/elt.2025.69801.2829
Ashoori Tootkaboni, Arezoo, Maghsoudi, Mojtaba. (1404). 'ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2025.69801.2829
Ashoori Tootkaboni, Arezoo, Maghsoudi, Mojtaba. ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22034/elt.2025.69801.2829

ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 01 دی 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.69801.2829
نویسندگان
Arezoo Ashoori Tootkaboni* 1؛ Mojtaba Maghsoudi2
1Department of English Language Teaching, Farhangian University, Tehran, Iran
2Department of English Language Teaching, Farhangian University
چکیده
The integration of Artificial Intelligence (AI) in education is reshaping pedagogical approaches, offering new avenues for personalized learning. This study investigates the motivational role of ChatGPT in English Language Teaching (ELT) by comparing perceptions of 33 instructors and 215 secondary school students in Iran. A quantitative, descriptive-comparative analysis revealed significant agreement that ChatGPT enhances intrinsic motivation, particularly by fostering learning interest, autonomy, and enjoyment. Both groups concurred that the tool is most effective for text-based skills like vocabulary, grammar, reading, and writing, but less so for oral-aural skills. A key divergence emerged, however, as students perceived a significantly greater benefit for vocabulary and grammar acquisition than teachers did. The findings affirm ChatGPT's considerable promise as a motivational tool in ELT. However, they also underscore that its effective integration requires a strategic pedagogy. This approach must leverage its strengths in literacy and learner independence while simultaneously addressing its limitations in fostering oral communication through complementary instructional support. The results provide valuable insights for educators and policymakers seeking to implement AI tools in a contextually aware and pedagogically sound manner
کلیدواژه‌ها
ChatGPT؛ Learning Motivation؛ ELT؛ Teacher Perceptions؛ Learner Perceptions
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تعداد مشاهده مقاله: 3


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