The use of generative artificial intelligence tools in the foreign language classroom from the teacher's perspective

Abstract

The use of generative artificial intelligence in the teaching of foreign languages has emerged as a relevant topic in the current educational context. The combination of technological advances and the growing demand for language skills has led to the exploration of new tools and pedagogical approaches, which represents a significant change in the way FL teaching and learning are approached. With the aim of collecting qualitative and quantitative data on teachers' opinions about the use of Generative AI, an initial survey was conducted with 81 teachers, in which they were asked: i) their perception of the impact they believe Generative AI will have on the FL teaching and learning process; ii) their experience in using Generative AI tools; and iii) their level of satisfaction with these technologies and their willingness to integrate them into their pedagogical practice. Among the conclusions, it is noteworthy that 54.63% of the surveyed teachers do not have a formed opinion on the impact of Generative AI on education, and only 40% claim to use Generative AI in their teaching practice, with ChatGPT being the most common tool (52.17%), followed by Dall.E (13.04%) and Bard (10.87%).