World Language Instructors’ Perceptions of Using Generative AI Tools

Abstract

The paradigm of second language teaching and learning has transformed significantly over the past several decades with a focus on standards and student proficiency in the target language. Emerging digital technologies continue to be practical tools for both instructors and students, among which artificial intelligence has gained substantial interest. Large language models such as ChatGPT can be described as a disruptive technology—“an innovation that significantly alters or even revolutionizes an existing industry, often introducing new and more efficient approaches, challenging methodologies, or rendering older methods obsolete” (Zimotti et al., 2024, p. 2). Following IRB approval, the researchers examined world language instructors’ perceptions of using artificial intelligence for a variety of purposes framed in Su and Yang’s (2023) IDEE framework. Results indicated that there are advantages and concerns when integrating artificial intelligence tools in the world language classroom. The study has implications for world language teachers, world language program coordinators, and educationalists.