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Mark Bedoya Ulla
Walailak University, Thailand

Mark Feng Teng
Macau Polytechnic University, Macau SAR

 

The dynamic field of language education is constantly evolving to meet the diverse needs of teachers and students globally, adapting to the rapidly changing technological landscape, particularly in TESOL. Since the release of ChatGPT, a generative artificial intelligence (AI) developed by OpenAI in 2022, it has garnered significant attention and become a focal point for extensive research. Scholars have explored both its advantages and disadvantages (Jeon & Lee, 2023; Kohnke et al., 2023; Ulla et al., 2023a). While much of this research highlights the transformative potential of generative AI tools in language instruction—such as enhanced motivation rand self-efficacy (Huang & Mizumoto, 2024), personalizing teaching, facilitating real-time language assessment, and generating dynamic content (Mizumoto et al., 2024)—other studies have also raised concerns about plagiarism, ethical considerations, and the potential impact on students’ social skills, analytical reasoning, and creativity (Teng, 2023; Ulla et al., 2023b).

 

In the International Journal of TESOL Studies, we recognize this burgeoning research trend on integrating generative AI tools into language education. To contribute to the ongoing discourse, we have curated a special issue themed “Generative Artificial Intelligence (AI) Applications in TESOL: Opportunities, Issues, and Perspectives,” which examines how ChatGPT and other GenAI tools can be effectively leveraged and integrated into TESOL pedagogy, alongside their various impacts on language instruction. Our aim is to explore both the opportunities and challenges these tools present, as well as the broader perspectives on their role in TESOL.

 

The studies in this Special Issue show that GenAI tools, such as ChatGPT, have the potential to transform language instruction by enhancing language competency, stimulate creativity, and address common challenges such as anxiety and limited practice opportunities in various contexts, including EFL speaking and writing. However, the findings also highlight serious concerns, including the risk of over-reliance, threats to academic integrity, and the potential loss of critical thinking and originality (Yang et al., 2024). To maximize the benefits of GenAI while addressing these challenges, thoughtful integration of creativity into digital literacy is essential (Hao et a;., 2024). Teachers must implement pedagogical strategies that leverage AI’s capabilities while ensuring that students maintain their cognitive engagement, ethical considerations, and academic integrity (Ulla et al., 2024).