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Empowering Teachers Through ChatGPT: Perceptions and Experiences in English as a Foreign or Second Language (EFL/ESL) Classrooms as a Form of Community Service

Mahendra Bahadur Thapa(1), Kumar Shrestha(2),


(1) University of Texas at Arlington
(2) University of Cincinnati
Corresponding Author

Abstract


This study examines teachers’ perceptions and experiences of using ChatGPT in English as a Foreign or Second Language (EFL/ESL) classrooms as part of community service efforts to enhance digital literacy and teaching innovation. A qualitative survey was conducted with thirty-eight teachers using structured and open-ended questions. Results revealed that ChatGPT is valued for simplifying complex content, generating instructional ideas, and supporting collaborative learning. Because ChatGPT facilitates professional growth and community engagement among educators, it strengthens the shared mission of educational service. However, participants also noted concerns about overreliance and ethical issues. The findings emphasize the importance of institutional AI guidelines to ensure responsible use. This study contributes to the development of community-based digital competency programs for teachers, highlighting AI as a tool for sustainable educational empowerment.

Keywords


Artificial intelligence; ChatGPT; Community service; EFL/ESL teaching; Teacher empowerment

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