LECTURERS’ PERCEPTIONS OF CHATGPT USE IN MALAYSIAN POLYTECHNIC ESL CLASSROOMS: AN EXPLORATORY DESCRIPTIVE STUDY

Abstract

Studies exploring perceptions on the use of Artificial Intelligence (AI) in higher education have increased significantly in recent years. However, less attention has been given to lecturers’ own use of ChatGPT within Malaysian TVET institutions, particularly among English as a Second Language (ESL) lecturers whose teaching practices involve communicative and workplace-oriented language instruction. This study explores Malaysian polytechnic ESL lecturers’ perceptions of the integration of ChatGPT into classroom teaching. Adopting an exploratory descriptive design, the study employs the Unified Theory of Acceptance and Use of Technology (UTAUT2) model developed by Venkatesh et al. (2012), extended with Trust, Perceived Risks, and Attitude towards ChatGPT. Since ChatGPT also introduces concerns about reliability, integrity, and trustworthiness, extending UTAUT2 with constructs such as 'trust' and 'perceived risk' is necessary. A total of 40 ESL lecturers nationwide participated in the study. Data were collected using a questionnaire comprising 32 five-point Likert-scale items and an open-ended response section distributed online. The constructs measuring perceptions were analysed using descriptive statistics, while thematic analysis was applied to qualitative feedback. The findings generally reveal a high level of acceptance of ChatGPT as a pedagogical support tool in ESL classrooms, particularly for lesson preparation and the development of instructional materials. Effort expectancy and facilitating conditions emerged as strong factors, indicating that lecturers perceive ChatGPT as easy to use and accessible. Nevertheless, lecturers expressed concerns regarding academic integrity and overdependence, particularly in relation to its potential effects on teaching practices and critical thinking skills. Qualitative insights further highlight that lecturer’s position ChatGPT as a supportive instructional tool rather than a replacement for pedagogical expertise. Overall, the study provides early educator-focused insights into AI-assisted language teaching and underlines the need for responsible pedagogical integration of generative AI in Technical and Vocational Education and Training (TVET) ESL contexts.