Revolucionando la educación especial del inglés como lengua extranjera: cómo ChatGPT está transformando la forma en que los profesores abordan el aprendizaje de idiomas

This mixed-methods study explored the attitudes of 199 English as a Foreign Language (EFL) special education teachers towards using ChatGPT for language learning. The survey questionnaire, consisting of 21 items, examined attitudes, effectiveness, barriers, and the future use of ChatGPT. The results revealed that participants held moderate attitudes, perceiving ChatGPT as moderately effective with moderate barriers. While no significant differences were found between male and female teachers in attitudes and effectiveness, significant gender differences emerged in the future use of ChatGPT, with female teachers exhibiting a greater willingness to embrace it. Follow-up email interviews with five participants provided valuable insights into strategies, effectiveness, challenges, and inclusivity when using ChatGPT in language instruction for special education students. These findings contribute to implementing and developing ChatGPT as a language learning tool for EFL special education students, emphasizing the importance of gender-inclusive approaches and practical considerations to enhance its efficacy.Este estudio de métodos mixtos exploró las actitudes de 199 profesores de educación especial de inglés como lengua extranjera (EFL) hacia el uso de ChatGPT para el aprendizaje del idioma. El cuestionario de encuesta, compuesto por 21 ítems, examinó las actitudes, la efectividad, las barreras y el uso futuro de ChatGPT. Los resultados revelaron que los participantes tenían actitudes moderadas, percibiendo a ChatGPT como moderadamente efectivo con barreras moderadas. Si bien no se encontraron diferencias significativas entre los profesores hombres y mujeres en cuanto a actitudes y efectividad, surgieron diferencias de género significativas en el uso futuro de ChatGPT, siendo las profesoras mujeres las que mostraron una mayor disposición a adoptarlo. Entrevistas de seguimiento por correo electrónico con cinco participantes proporcionaron información valiosa sobre estrategias, efectividad, desafíos e inclusión al usar ChatGPT en la enseñanza del idioma para estudiantes de educación especial. Estos hallazgos contribuyen a implementar y desarrollar ChatGPT como herramienta de aprendizaje de idiomas para estudiantes de educación especial de EFL, enfatizando la importancia de enfoques inclusivos de género y consideraciones prácticas para mejorar su eficacia

Revolutionizing EFL special education: how ChatGPT is transforming the way teachers approach language learning

This mixed-methods study explored the attitudes of 199 English as a Foreign Language (EFL) special education teachers towards using ChatGPT for language learning. The survey questionnaire, consisting of 21 items, examined attitudes, effectiveness, barriers, and the future use of ChatGPT. The results revealed that participants held moderate attitudes, perceiving ChatGPT as moderately effective with moderate barriers. While no significant differences were found between male and female teachers in attitudes and effectiveness, significant gender differences emerged in the future use of ChatGPT, with female teachers exhibiting a greater willingness to embrace it. Follow-up email interviews with five participants provided valuable insights into strategies, effectiveness, challenges, and inclusivity when using ChatGPT in language instruction for special education students. These findings contribute to implementing and developing ChatGPT as a language learning tool for EFL special education students, emphasizing the importance of gender-inclusive approaches and practical considerations to enhance its efficacy