Abstract
ABSTRACT This qualitative research investigated the factors that influence the switching intention of teachers from traditional classroom teaching to the use of ChatGPT in English language teaching based on the Mooring Theory framework. The data collection involved in-depth interviews with 26 teachers from Malaysian high schools. The findings revealed that the push factors were related to outdated pedagogical methods and limited creativity and student engagement opportunities. On the other hand, the pull factors were related to ChatGPT as a software-based artificial intelligence for facilitating English language acquisition, influencing content development among teachers and implementing personalised learning approaches. The study identified various mooring factors impacting teaching practices in Malaysian schools. Firstly, the limited functionality of ChatGPT, since it is an automated language model. Secondly, teachers grapple with striking a balance between incorporating technology and maintaining the validity and authenticity of their teaching practices. Finally, students’ lack of critical thinking skills challenges teachers in promoting independent thought and analytical reasoning within the classroom. The study emphasises the significance of enhancing critical thinking skills and incorporating personalised learning strategies to establish a conducive learning environment in Malaysian schools.
Published Version
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