Redefining Lesson Planning:
English Lecturers’ Perceptions of ChatGPT in Teaching Practice
Keywords:
Technology Acceptance Model (TAM), ChatGPT, English language teaching, lecturers' perceptions, lesson planningAbstract
The increasing use of generative artificial intelligence in higher education has drawn attention to its potential role in supporting teaching practices, particularly in language education. This study explored English lecturers’ perceptions of ChatGPT as a tool for lesson planning and teaching support, focusing on its benefits and challenges. A quantitative approach was adopted using a structured questionnaire grounded in the Technology Acceptance Model (TAM) and administered to English lecturers at a public university in Pahang. Descriptive statistical analysis revealed that most lecturers had prior experience using ChatGPT and generally viewed it positively, especially in terms of its usability, convenience, and ability to enhance teaching practices. At the same time, concerns related to data security, privacy, and the potential impact on critical thinking were evident. These findings provide practical insights into lecturers’ acceptance of generative AI and highlight the importance of integrating ChatGPT in a manner that is both pedagogically sound and ethically responsible.
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