The aim of this research study is to investigate the attitudes of teachers towards ChatGPT, a text-generating programme based on AI (artificial intelligence) that has brought changes to language education the last couple of years. ChatGPT has emerged as a potential tool for teachers and students in the classroom context, but the programme has also been used extensively for academic dishonesty by students.

This study was conducted using seven semi-structured interviews as data for analysis based on an initial questionnaire sent out to informants. The data collected from the interviews were then structured into themes based on Davis’s (1989) Technology Acceptance Model (TAM) where the teachers express their attitudes and factors relating to the acceptance or rejection of the program. In the analysis of the data several sub-themes were identified which explains the underlying factors motivating teachers attitudes towards using ChatGPT in an educational context.

The findings of this study corroborate the results from previous research regarding teachers’ attitudes about the use of AI-tools in educational settings. The findings suggest that there is an ambiguity and insecurity on how to proactively use AI to further language acquisition. The teachers’ chief concerns being expressed was academic dishonesty done by students, lack of time to engage and learn about the tool, as well as diverging personal attitudes regarding ChatGPT.