Generative AI tool usage: The dual-faced experience of the in-service teachers following the MTESOL program

Abstract

The study explored the Generative AI tool usage of 29 in-service EFL teachers who were currently following a Master of TESOL program in Ho Chi Minh City, Vietnam. Data were collected via an online questionnaire. As students, the respondents were quite young, familiar with Generative AI tools, and were frequent users of Chat GPT, Grammarly, and Gemini. The majority of respondents, though being aware of AI concerns, positively integrated or experimented with Generative AI in their learning. They acknowledged Generative AI tool benefits, but somewhat expressed ambivalence, insisting on critical evaluation of the prompts, and the majority of them had applied various strategies for responsible use. In the role of the teacher, the respondents also predominantly reflected their AI-positive practice with their teaching, mostly with lesson planning, and then teaching practice. Fewer accounted for their extensive AI usage with an assessment. While appreciating AI’s potential values, the respondents, in turn, expressed their concerns about students’ critical, and creative ability to be eliminated, the more accessible dishonesty, and challenges in identifying instances of Chat GPT use. As a whole, the respondents had prevalently integrated Generative AI tools in their learning and teaching. They strongly asserted that their main focus was on how AI could be used to enhance learning and teaching, and that they eagerly headed to integrating Generative AI tools into their EFL teaching practices. The findings have highlighted the practical benefits of AI integration and call for further study of the strategies the young AI users have applied for responsible use.