ISSN: 2226-6348
Open access
This qualitative research explores secondary school ESL teachers’ perceptions of integrating ChatGPT into speaking activities. The study aims to examine how ChatGPT is integrated into ESL speaking instruction and to identify the challenges faced by teachers during its implementation. Data were collected through semi-structured interviews and open-ended questionnaires involving three secondary school ESL teachers. The research was conducted using a qualitative research design and the data were analysed using thematic analysis to explore the patterns related to practices, the benefits, and limitations. The findings showed that ChatGPT is perceived as a supportive pedagogical tool that enhances students’ pronunciation, speaking confidence, and engagement by providing a low-anxiety and non-judgemental learning environment. Moreover, ChatGPT assists teachers in managing instructional constraints such as limited lesson time and large class sizes. However, challenges including infrastructural limitations, students’ limited language proficiency, and concerns over student over-reliance on AI were also identified. The study highlights the effectiveness of ChatGPT in English speaking activities and the importance of the ethical use of ChatGPT in secondary ESL speaking instruction.
Alwehebi, K. A. I. (2025). ChatGPT as a learning strategy: A study on high school EFL students’ engagement in language acquisition in Saudi Arabia. Journal of Language Teaching and Research, 16(5), 1622–1627. https://doi.org/10.17507/jltr.1605.19
Al-Zahrani, A. A. (2025). Exploring the Role of ChatGPT in English Teaching and Learning: Educators’ and Language Learners’ Perspectives. Educational Process: International Journal, 17, e2025330. https://doi.org/10.22521/edupij.2025.17.330
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology.
Ding, D., & Yusof, A. M. B. (2025). Investigating the role of AI-powered conversation bots in enhancing L2 speaking skills and reducing speaking anxiety: A mixed methods study. International Journal of Instruction, 18(2), 241–260. https://doi.org/10.1057/s41599-025-05550-z
Duong, T., & Suppasetseree, S. (2024). The effects of an artificial intelligence voice chatbot on improving Vietnamese undergraduate students’ English speaking skills. Journal of Language Teaching and Research, 15(4), 842–853. https://doi.org/10.26803/ijlter.23.3.15
Ebadi, S., Velayati, S., Ramezanzadeh, A., & Salman, A. R. (2025). Exploring the impact of AI-powered speaking tasks on EFL learners’ speaking performance and anxiety: An activity theory study. Issues in Educational Research, 35(1), 101–123. https://doi.org/10.1016/j.actpsy.2025.105391
El Shazly, R. (2021). Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study. Journal of Education and Learning, 10(3), 30–42. https://doi.org/10.1111/exsy.12667
Guo, W., & Li, D. (2024). Exploring the efficacy of a ChatGPT-based application in enhancing oral English proficiency for Chinese ESL students. Computer Life, 12(3), 31–35. https://doi.org/10.54097/wxpsac57
Hutauruk, B. S., Purba, R., Sihombing, S., & Nainggolan, M. (2024). The effectiveness of artificial intelligence by chatbot in enhancing students’ vocabulary. Journal of English Language Teaching and Literature, 10(1), 55–64. https://doi.org/10.36655/jetal.v6i1.1610
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lo, C. K., Yu, P. L. H., Xu, S., et al. (2024). Exploring the application of ChatGPT in ESL/EFL education and related research issues: A systematic review of empirical studies. Smart Learning Environments, 11, 50. https://doi.org/10.1186/s40561-024-00342-5
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Mishu, A., Ahamed, M. M., Akan, M. F., Abdul-Rab, S. D., Chowdhury, G., Ahmad, J., & Sultana, I. (2025). How AI is ushering in a new era in ELT: Teachers’ perspectives. Theory and Practice in Language Studies, 15(2), 592–605. https://doi.org/10.17507/tpls.1502.29
Ng, D. T. K., Chan, E. K. C., & Lo, C. K. (2025). Opportunities, challenges and school strategies for integrating generative AI in education. Computers and Education: Artificial Intelligence, 100373. https://doi.org/10.1016/j.caeai.2025.100373
Rad, H. S. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: Refining engagement to foster self-regulated learning. Smart Learning Environments, 12(1). https://doi.org/10.1186/s40561-025-00377-2
Saptiany, S. G., Hartono, R., Mujiyanto, J., & Rustipa, K. (2025). Exploring the role of ChatGPT voice mode in reducing foreign language speaking anxiety among Indonesian ESP students. Educational Process: International Journal, 19, e2025554. https://doi.org/10.22521/edupij.2025.19.554
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–256). Newbury House.
Torkhani, D. (2025). AI-enhanced language learning: The impact of Talkpal.AI on EFL undergraduate students’ English speaking skills. Journal of Education and Practice, 13(1), 1–12. https://doi.org/10.32674/232w1188
Tran, T. N., & Tran, H. P. (2023). Exploring the role of ChatGPT in developing critical digital literacies in language learning: A qualitative study. Proceedings of the AsiaCALL International Conference, 4, 1–17. https://doi.org/10.54855/paic.2341
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Y?ld?z, C. (2024). ChatGPT integration in EFL education: A path to improved speaking self-efficacy. Novitas-ROYAL (Research on Youth and Language), 18(2), 167–182. https://doi.org/10.5281/zenodo.13861137
Yi, D. N. Z., Razimuhar, H. N. A., & Tahir, M. H. M. (2026). Teacher’s Perceptions of Integrating ChatGPT into Secondary ESL Learners’ Speaking Activities. International Journal of Academic Research in Progressive Education and Development, 15(1), 417-428.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode