English Faculty Members’ Perception and Attitude Toward the Use of ChatGPT by English Language Teaching in Higher Education in Saudi Arabia

Objectives: Artificial intelligence (AI) driven ChatGPT is an innovative transformation tool in the rapidly evolving educational landscape. This study aimed to understand faculty members' perspectives and attitudes toward using ChatGPT for English language teaching in Saudi Arabia, particularly in Najdi rural areas. Method: The study employed a survey-based quantitative research design involving English-language faculty members in Saudi Arabia, particularly at Shaqrah University. Result: Despite having a mixed opinion on the willingness to use ChatGPT in English language teaching, participants have identified several applications of ChatGPT, such as translation and vocabulary, creating presentations, preparing exam and quiz questions, and creating activity sheets and lesson plans. Overall, ChatGPT can help to improve diverse macro skills associated with English language learning, such as listening, speaking, writing, and reading, and micro skills such as vocabulary. Among the challenges identified, ChatGPT can negatively affect learners’ critical thinking, generate inaccurate or misleading information, and fail to assess students’ language skills. Furthermore, ChatGPT is considered a source of plagiarism, undermining academic integrity and honesty. Hence, caution should be exercised when using ChatGPT, and responsible usage policies should be implemented. Conclusion: ChatGPT presents unique opportunities and challenges for both English language learners and teachers. Hence, optimizing AI-human collaboration and viewing ChatGPT as an educational tool rather than a tutor substitute is the way forward.