English Language Teacher Experiences of Working with ChatGPT in Classroom Practices: A Narrative Inquiry

Abstract

The rapid development of artificial intelligence (AI) presents numerous opportunities and challenges for education globally, particularly in developing countries. The aim here is to explore the development of this dynamic use of ChatGPT in secondary school English classes in Nepal. The study employs a narrative inquiry approach to explore the experiences of four English teachers who integrate an AI tool into their language teaching. The information was obtained through extensive interviews with four English teachers, observations of their lessons, and their stories and experiences. Key theme analysis reveals that educators were receptive to increased student input and promoted a personalised learning approach; however, systemic barriers substantially impeded progress. The most pressing factors that have been taken into account are the deployment of AI, not adequately prepared or aware of pedagogical methods, educational disparities in terms of resources and content quality, but also training, lack of motivation, and a poor learning environment where digital literacy deteriorates, and students become overly reliant on it. The research also reveals that, in community schools, regardless of resource availability, some basic capacity-building is necessary before teachers can use latrine platforms safely and effectively. These skills should be fully integrated into the Nepali government’s curriculum, and community schools should provide opportunities for them. It should be monitored, guided, and trained to use tools like ChatGPT effectively.