Teachers’ Practices and Perceptions of Technology and ChatGPT in Foreign Language Teaching in Jamaica

N Oneil Madden; Sheldon Gordon; Rovel Chambers; Jason-Lee Daley; Dave Foster; Malik Ewan

doi:10.54855/ijli.25421

Authors

Oneil N Madden Language Teaching & Research Centre, University of Technology, Jamaica https://orcid.org/0000-0002-9816-7444
Sheldon Gordon Eastern University, Pennsylvania, USA https://orcid.org/0009-0004-7215-3468
Rovel Chambers Department of ICT, Jamaica College, Jamaica https://orcid.org/0009-0008-7718-0296
Jason-Lee Daley University of Technology, Jamaica https://orcid.org/0009-0003-6840-1740
Dave Foster Department of Modern Languages, Manchester High School, Jamaica https://orcid.org/0009-0007-5738-741X
Malik Ewan Department of English Language and Literature, Sam Sharpe Teachers’ College, Jamaica https://orcid.org/0009-0007-9136-9506

DOI:

https://doi.org/10.54855/ijli.25421

Keywords:

ChatGPT, Technology, Foreign Language Education, Social media, Web resources, Jamaica

Abstract

Both the Covid-19 pandemic and the emergence of ChatGPT have influenced technology integration in teaching and learning. In Jamaica, few studies have examined the impact of ChatGPT on students’ learning and academic performance; however, no known research has specifically addressed its effects on foreign language (FL) teachers. The purpose of this study, therefore, is to explore evaluate teachers’ practices and perceptions of technology and ChatGPT in FL teaching in Jamaica. The current study collected data from 28 English, French and Spanish teachers who teach across the primary, secondary, and tertiary levels of the education system. A Google Forms questionnaire, which was circulated via FL teachers’ WhatsApp groups, was used to collect data over a two-month period through purposive and convenient sampling strategies. The study found that teachers utilize a variety of technological tools to enhance the teaching and learning experience. Findings also indicate that technology and ChatGPT present both benefits and challenges to the FL classroom. Furthermore, the study reveals that ChatGPT helps teachers to save time and energy; however, teachers must carefully scrutinize the information generated by the chatbot before passing it on to students. The study has implications for teacher training and professional development.

Author Biographies

Oneil N Madden, Language Teaching & Research Centre, University of Technology, Jamaica

Oneil Madden is an international foreign language educator with a decade of teaching experience. He is a linguist and lecturer within the Language Teaching and Research Centre (LTRC) at the University of Technology, Jamaica, where he teaches Academic Literacy and French. He is completing doctoral studies in language sciences at the Laboratoire de Recherche sur le Langage (LRL) attached to the Clermont Auvergne University in France. His research interests include telecollaboration, multimodal instruction, online pedagogical scenarios, gamification in language education, foreign language teacher training, and artificial intelligence (AI) in CALL/MALL. He is a lead researcher in his discipline in Jamaica and has published scientific articles in international peer-reviewed journals.
Sheldon Gordon, Eastern University, Pennsylvania, USA

Sheldon Gordon works as an adjunct lecturer of data science at the University of the Commonwealth Caribbean (UCC), Jamaica. His primary job is a Safety Engineer at the Ministry of Science, Energy, Telecommunications, and Transport, Jamaica. He spent over 10 years teaching science, technology, engineering, and mathematics (STEM) subjects at the Caribbean Examinations Council (CXC) level. He is completing a master’s degree in mathematics at Eastern University, Pennsylvania, USA. His research interests include applications of AI and natural language processing in education and industry.
Rovel Chambers, Department of ICT, Jamaica College, Jamaica

Rovel Chambers currently works as an ICT teacher at Jamaica College. He previously served as an Information Technology educator at Discovery Bay High School (STEM Academy) in Jamaica, where he held the position of Head of Department for Information and Communication Technology and Business Education. Rovel has over three years of teaching experience and holds a bachelor’s degree in Technical and Vocational Education and Training (TVET) with a specialization in Business and Computer Studies from the University of Technology, Jamaica. He has also completed the National College in Education Leadership (NCEL) Leadership and School Policy course in Jamaica. His research interests encompass Computer Technology, Educational Technology, Artificial Intelligence (AI), AI in Education, and ICT integration in the learning process. He regularly conducts workshops for educators and professionals on leveraging technology for education and business.
Jason-Lee Daley, University of Technology, Jamaica

Jason-Lee Daley has been an international educator for 20 years. He is a sociolinguist, emerging technology and interpersonal communication specialist, an author, motivational speaker, and a certified life coach. He currently lectures Academic Literacy at University of Technology, Jamaica, where he is tasked with integrating emerging technology into courses, developing courses, and delivering lectures both online and face-to-face.

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