Implications of AutoGPT on Feedback in English Language Pedagogy: A Qualitative Inquiry into Teachers Perspectives

Abstract

Technological advancements in education offer innovative tools that significantly impact the teaching and learning processes. Among these innovations, artificial intelligence (AI)-supported tools such as AutoGPT promise revolutionary changes in the field of English Language Teaching (ELT). This study aims to investigate the integration of AutoGPT into feedback processes in ELT at a private school in Konya. The research seeks to explore the effects of AutoGPT on feedback mechanisms in ELT and to examine teachers’ perceptions and experiences regarding the use of this AI tool. Conducted from a basic qualitative research design, this study involved semi-structured interviews with English teachers who had at least two years of teaching experience and had used AutoGPT for feedback purposes. The interviews aim to uncover teachers' views on the effectiveness of AutoGPT and the challenges encountered. The data were analyzed using thematic analysis with MAXQDA 24 software, identifying key themes related to the advantages, limitations, and practical applications of AutoGPT in ELT. The findings reveal that teachers consider AutoGPT a valuable tool for providing quick and comprehensive feedback on student writing. It was highlighted that AutoGPT effectively addresses students' difficulties in understanding concepts, alleviates teachers' workload, and offers objective evaluations to save time. However, concerns about the excessive use of technology potentially reducing students' sense of responsibility were also expressed. This study indicates that experienced teachers are necessary for the effective use of AutoGPT in ELT, and in this context, the development of comprehensive AI training programs for teachers is proposed.