Abstract
ChatGPT is one example of an artificial intelligence (AI) tool that is gaining attention in the field of language education due to its potential as a digital language learning assistant. ChatGPT allows for customized interactions and real-time feedback to improve language learning. Yet, there is a study void on English as a Foreign Language (EFL) teachers and students’ use of ChatGPT in language learning. To fill this void, this a cross-sectional survey study investigates the perceptions and preferences of the 80 EFL teachers and the 46 EFL students in East Java, Indonesia. The study’s primary objective is to gain insight into how they perceive about using ChatGPT to improve their language learning. The results revealed possible benefits, such as better language competency and individualized learning experiences, as well as problems, such as language accuracy and technological dependence. The study also highlights the importance of pedagogical support, curricular alignment, user-friendly interfaces, and compelling interactive activities for successful integration. In light of these results, this study suggests ways in which teachers might better include ChatGPT as a digital language learning assistant. This study contributes to the body of knowledge of ChatGPT’s function in EFL instruction and will guide the improvement of other digital tools for language learning.Graphical
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