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<p>This mixed-methods study investigates the integration of ChatGPT, a generative AI tool, in English classrooms at a government university in Oman. Using the Technology Acceptance Model (TAM) as an analytical framework, the study explores learners’ perceptions of ChatGPT’s effectiveness in supporting writing and speaking proficiency, classroom engagement and ethical awareness. Thirty B2-level EFL students participated in a structured training session focused on prompt generation and ethical use of AI before engaging in ChatGPT-supported classroom tasks. Quantitative findings showed statistically significant positive perceptions of ChatGPT’s impact on writing, speaking, and engagement, with no significant gender differences. Qualitative data indicated that initial skepticism shifted toward acceptance, highlighting ChatGPT’s role as a personal tutor, confidence builder, and facilitator of critical thinking, alongside concerns about overreliance​ and ethical ambiguity. This study proposes pedagogical and institutional recommendations for responsible AI integration, emphasizing the importance of guided use, ethical awareness, and balanced adoption in conservative educational contexts.</p>

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​​Exploring ChatGPT in EFL classrooms: insights into engagement, proficiency and ethics

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月5日

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  • Fazilat Jahan,
  • Hadia Akbar

摘要

This mixed-methods study investigates the integration of ChatGPT, a generative AI tool, in English classrooms at a government university in Oman. Using the Technology Acceptance Model (TAM) as an analytical framework, the study explores learners’ perceptions of ChatGPT’s effectiveness in supporting writing and speaking proficiency, classroom engagement and ethical awareness. Thirty B2-level EFL students participated in a structured training session focused on prompt generation and ethical use of AI before engaging in ChatGPT-supported classroom tasks. Quantitative findings showed statistically significant positive perceptions of ChatGPT’s impact on writing, speaking, and engagement, with no significant gender differences. Qualitative data indicated that initial skepticism shifted toward acceptance, highlighting ChatGPT’s role as a personal tutor, confidence builder, and facilitator of critical thinking, alongside concerns about overreliance​ and ethical ambiguity. This study proposes pedagogical and institutional recommendations for responsible AI integration, emphasizing the importance of guided use, ethical awareness, and balanced adoption in conservative educational contexts.