Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models in language education: a study in China

Abstract

ABSTRACT Nowadays, the prevalence of ChatGPT and other Large Language Models (LLMs) has posed significant challenges into the education field, particularly in English education. In response, this study aimed to investigate the beliefs of 95 EFL university teachers from Chinese universities regarding the integration of LLMs in language education, as well as the relationships between their beliefs and other factors. The study yielded several findings: (1) According to the quantitative and qualitative results, we revealed several concerns among Chinese EFL university teachers regarding LLMs integration, such as neglection of traditional learning resources, academic integrity, and excessive reliance. (2) Previous experiences with LLMs, frequency of LLMs use, and self-evaluation on stages of LLMs integration all played vital roles in shaping university teachers’ beliefs in integrating LLMs in language education. (3) No significant correlation was observed between university teachers’ beliefs in integrating LLMs in language education and the availability of IT personnel. (4) No significant correlation was observed between university teachers’ beliefs in integrating LLMs in language education their evaluation on IT infrastructure. This research has provided some insights into university teachers’ beliefs in ChatGPT and other LLMs to promote effective policies and strategies in the digital era.