Chat, copy, change: prospects and risks of ChatGPT in the teaching and learning process
Abstract
This study aimed to determine the perception of teachers on the prospects and risks of ChatGPT in the teaching and learning process from the lens of three dimensions: cognitive, affective, and ethical. This study adopted a narrative approach, an appropriate theoretical basis with Braun and Clarke's Approach to Thematic Analysis for qualitative data analysis to uncover relevant themes. Cognitive benefits included aiding students to summarize, translate statements, strengthen art of questioning, and develop critical thinking. The risks include simply accepting ideas, direct copy-pasting of content; finding shortcuts to answer, becoming more reliant on technology, and unable to generate creative ideas. The teachers agreed that students’ confidence can improve in complying with deadlines and enhancing their grammar. However, the confidence in submitting quality work may not be strengthened. Teachers agreed that students are aware of the consequences of their actions when using ChatGPT but these can be vague when schools do not have rules involving the use of ChatGPT. For teachers’ prospects, ChatGPT is helpful finding lesson plan ideas and practical activities. Overall, AI tools can provide enormous potential to learners and teachers and if utilized effectively with appropriate guidelines, it can make the teaching and learning more engaging and productive.
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