The Role of Chat-GPT-Driven Materials in Shaping EFL Education: A Comparative Study across Iranian Language Institutes, Public Schools, and Private Schools

Document Type : Original Article

Authors

1 Ph.D. Candidate in Applied Linguistics, English Language and Literature Department, Language and Literature Faculty, Yazd University, Yazd, Iran

2 Professor of Applied Linguistics, English Language and Literature Department, Language and Literature Faculty, Yazd University, Yazd, Iran

10.22077/ali.2025.8775.1072

Abstract

Artificial Intelligence (AI) is affecting various aspects of education and there is a need to consider the consequences of this technological improvement on achievement and attitudes of the most direct stakeholders. Therefore, this study has focused on the effect of AI on teaching English with three key areas of concern: the effect of Chat-GPT-driven materials on learning outcomes, the attitudes of teachers who use Chat-GPT -informed pedagogy, and the students’ attitudes towards Chat-GPT-integrated materials. This study used a quasi-experimental intervention-based research design to achieve the intended objectives. Based on the type of educational institution, the participants were divided into three groups (90 students from Iranian language institutes, 100 students from public high schools, and 100 students from private high schools). Furthermore, fourteen teachers from these institutions shared their viewpoints on the use of AI, particularly Chat-GPT, in developing instructional materials. Pre- and post-tests were administered to check the effect of treatments on each group (based on the syllabus developed for those specific educational institutions). Moreover, two researcher-developed questionnaires were administered among teachers (composed of 27 Likert-Scale items) and students (composed of 23 Likert-Scale items). The obtained results indicated that Chat-GPT significantly improved EFL learners' performance in language institutions. Teachers looked upon AI with favor. This was based on its potential to change the produced educational materials and improve students’ engagement in the learning process. Students, in all three environments, looked positively toward Chat-GPT-driven materials. In short, this study showed the potential for AI to upgrade EFL teaching in Iran.

Keywords

References

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Applied Linguistics Inquiry
Volume 3, Issue 1
March 2025
Pages 15-30

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History

  • Receive Date: 18 November 2024
  • Revise Date: 25 December 2024
  • Accept Date: 06 January 2025

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