ChatGPT in the Thai EFL writing classroom: mixed-methods study of teachers' attitude, adoption intention, and pedagogical recommendations

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Original abstract

This mixed-methods study examined the relationship between Thai EFL teachers' attitudes toward ChatGPT and their intentions to adopt it in writing pedagogy. Thirty secondary and high school teachers participated, completing a TAM-based survey followed by semi-structured interviews. Quantitative analysis revealed a strong positive correlation between attitude and adoption intention (r = .753, p < .001), with attitude accounting for 56.7% of the variance in intention scores. Qualitative findings, however, nuanced these results considerably. Rather than endorsing unconditional integration, teachers consistently articulated a conditional adoption framework grounded in Human-in-the-Loop (HITL) principles, positioning ChatGPT as an instructional co-pilot while preserving teacher authority over pedagogical decision-making. Although participants acknowledged the tool's utility for scaffolding activities such as brainstorming and linguistic refinement, they expressed substantive reservations concerning AI-generated misinformation, academic integrity, and the risk of fostering student over-reliance on automated assistance. These concerns were not incidental but constitutive of teachers' overall stance toward adoption. The study recommends reconceptualizing the teacher's role as that of a Prompt Engineer and instituting verification mechanisms to maintain accountability in AI-assisted writing tasks. Findings contribute to the growing body of literature on technology adoption in EFL contexts and underscore the importance of designing AI integration frameworks that prioritize augmentation over automation, thereby safeguarding learner autonomy and preserving the development of critical thinking competencies.

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