The Impact of ChatGPT on Iraqi Kurdish EFL Teachers’ Workload
DOI:
https://doi.org/10.14500/kujhss.v8n1y2025.pp510-518Keywords:
Artificial Intelligence, English Language Teaching, Chatbots, ChatGPT, Teacher WorkloadAbstract
The current study investigates the influence of ChatGPT on Iraqi Kurdish EFL teachers’ workload in relation to lesson planning, marking, and materials preparation. The aim of the current study is to investigate the effect of ChatGPT, which is now a dominant tool in the field of English language teaching, on teachers’ workload when they plan lessons, mark students’ works, and prepare classroom materials. The research has encompassed a quantitative design to collect the data through a detailed questionnaire which has been answered by 96 teacher-participants from different educational backgrounds. Closed-ended Likert scale questions were used to reveal the extent to which ChatGPT affects the amount of both time and effort required for planning, marking, and material preparation, as well as to highlight the best ChatGPT-made materials. The collected data was then analyzed via the Statistical Package for the Social Sciences (SPSS). The results indicated that, despite its minimum interference in the three tasks mentioned above along with marking assignments and exams, ChatGPT particularly proved useful in creating quizzes, reading materials, and presentations. The results also revealed that although ChatGPT is able to improve the quality of lesson plans and classroom materials, caution must be taken to maintain marking reliability. This study strongly emphasizes appropriate training and adaptation while using AI tools in education.
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Copyright (c) 2025 Shay K. Ahmed, Kanar S. Ahmed
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