Revolutionizing EFL special  education: how ChatGPT is transforming the way teachers approach language learning

Mogbel Aid K. Alenezi; Amr M. Mohamed; Tahany S. Shaaban

doi:10.24310/innoeduca.2023.v9i2.16774

Autores/as

Mogbel Aid K. Alenezi Northern Border University, Arabia Saudí
Amr M. Mohamed Northern Border University, Arabia Saudí https://orcid.org/0000-0003-3891-963X
Tahany S. Shaaban Northern Border University, Arabia Saudí https://orcid.org/0000-0001-8326-0243

DOI:

https://doi.org/10.24310/innoeduca.2023.v9i2.16774

Palabras clave:

EFL, educación especial, ChatGPT, enseñanza de idiomas, inteligencia artificial

Resumen

Este estudio de métodos mixtos exploró las actitudes de 199 profesores de educación especial de inglés como lengua extranjera (EFL) hacia el uso de ChatGPT para el aprendizaje del idioma. El cuestionario de encuesta, compuesto por 21 ítems, examinó las actitudes, la efectividad, las barreras y el uso futuro de ChatGPT. Los resultados revelaron que los participantes tenían actitudes moderadas, percibiendo a ChatGPT como moderadamente efectivo con barreras moderadas. Si bien no se encontraron diferencias significativas entre los profesores hombres y mujeres en cuanto a actitudes y efectividad, surgieron diferencias de género significativas en el uso futuro de ChatGPT, siendo las profesoras mujeres las que mostraron una mayor disposición a adoptarlo. Entrevistas de seguimiento por correo electrónico con cinco participantes proporcionaron información valiosa sobre estrategias, efectividad, desafíos e inclusión al usar ChatGPT en la enseñanza del idioma para estudiantes de educación especial. Estos hallazgos contribuyen a implementar y desarrollar ChatGPT como herramienta de aprendizaje de idiomas para estudiantes de educación especial de EFL, enfatizando la importancia de enfoques inclusivos de género y consideraciones prácticas para mejorar su eficacia.

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