Probing language teachers' complaints about ChatGPT and GenAI tools: A social media dataset study

Abdu Al-Kadi
University of Bergen, Norway

Although generative AI (GenAI), for the most part, has been widely adopted in all facets of modern life, the international teaching community has increasingly voiced concerns about it. This study set out to unfold teachers' reactions to the manipulation of ChatGPT in foreign language education. It is situated in a networked context with qualitative data derived from network participation in the form of content posted on a Facebook page with 56.480 members by 8 October 2024. The page represents a public group that publishes posts on language education. The dataset was a collection of recent direct and relevant active members' postings and commentary reflections posted underneath the posts as a thread of comments on the posts. Findings illuminated specific issues that disturb teachers and ascertained bad effects of those issues on integrity and trust in academia. The study contributes an interpretive framework to chart the magnitude of the negative impacts of GenAI on language education and suggest how to go about it. It is insightful for educators, policymakers, and researchers to develop strategies for promoting responsible GenAI use in language education.
[ PDF full text for this article ]

Author: Dr Abdu Al-Kadi, an associate professor of applied linguistics at Bergen University, Norway, has taught English for over two decades in EFL, ESL and ESP contexts. His research interests lie mainly in technology-based language education, TESOL, and second language acquisition. His publication record includes journal articles, book chapters, book reviews, and newsletters. ORCID: https://orcid.org/0000-0003-3805-7507 Email: abdu.al-kadi@uib.no Please cite as: Al-Kadi, A. (2025). Probing language teachers' complaints about ChatGPT and GenAI tools: A social media dataset study. Issues in Educational Research, 35(2), 461-480. http://www.iier.org.au/iier35/al-kadi.pdf