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Exploring the Integration of ChatGPT for Teaching English in a
Malaysian Primary School
Ira Fizwana Hafizul Hisham
1 2
, Melor Md.Yunus
2
1
Sekolah Kebangsaan Saujana Puchong
2
Faculty Of Education, Universiti Kebangsaan Malaysia
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0630
Received: 08 October 2025; Accepted: 16 October 2025; Published: 11 November 2025
ABSTRACT
This research investigates the integration of ChatGPT, a generative artificial intelligence (AI) tool, into English
language teaching in Malaysian primary schools. The main objective is to explore how teachers perceive
ChatGPT in terms of its usefulness, impact on teaching effectiveness, and influence on pupil engagement. The
study also aims to identify the benefits, challenges, and concerns teachers face when using AI tools in the
classroom. A qualitative research design was employed, using semi-structured interviews with 10 English
teachers from different primary schools. The participants shared their experiences with using AI, particularly
ChatGPT, in their teaching practices. Data were analysed to identify common themes related to perceptions,
implementation, and practical challenges. The findings reveal that teachers generally view ChatGPT as a
helpful tool for lesson planning, generating creative teaching materials, and supporting differentiated
instruction. Many teachers believe that AI can enhance classroom interaction and motivate pupils through
engaging and personalized learning activities. However, several challenges were identified, including
insufficient access to technology, limited digital infrastructure, lack of teacher training, and uncertainty about
AI’s role in relation to traditional face-to-face instruction. Teachers also expressed concerns about over-
reliance on AI and the need to maintain human elements in teaching. The study concludes that while educators
are open to adopting AI tools like ChatGPT, effective integration requires proper training, policy guidance, and
cultural relevance. It recommends ongoing professional development, collaboration between AI tools and
conventional methods, and the development of clear guidelines for classroom use. Future research could
explore the long-term impact of AI on learning outcomes, evaluate different AI tools for language teaching,
and examine AI’s potential in promoting inclusive education.
Keywords: ChatGPT, English Language Teaching, Malaysian Primary Schools, Teacher Perceptions, AI
Integration
INTRODUCTION
The integration of artificial intelligence (AI) into education is reshaping traditional teaching and learning
practices worldwide. AI technologies are increasingly used to personalize instruction, reduce teachers’
workload, and enhance teaching effectiveness (Luckin et al., 2016; Holmes et al., 2019). Among these
technologies, ChatGPT—an advanced language model developed by OpenAI—has emerged as a versatile tool
with practical classroom applications. By generating human-like responses, ChatGPT assists teachers in lesson
planning, content creation, and providing real-time feedback (OpenAI, 2023). These capabilities make
ChatGPT especially valuable in language education, where creativity, engagement, and differentiated
instruction are essential (Holmes et al., 2019).
Globally, English proficiency is seen as a key skill for communication, access to knowledge, and career
advancement (Graddol, 2006). Many countries emphasize English education as a means of academic and
professional success (Harbin Engineering Journal, 2023; Indonesian Journal of Applied Linguistics, 2023). AI
tools like ChatGPT can support this goal by generating ideas, tailoring materials to individual pupil needs, and
offering personalised learning support (Luckin et al., 2016; Jones, 2021).
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In Malaysia, English is prioritised as a critical skill for global participation and national development. As the
country aspires to achieve developed nation status, efforts to strengthen English proficiency have intensified
(Ali, 2018; Pandai, 2023). However, English language teaching in Malaysian primary schools continues to face
challenges such as large class sizes, mixed-ability pupils, limited resources, and the expectation to promote
higher-order thinking skills alongside language acquisition (Heng & Tan, 2021). Tools like ChatGPT offer
potential solutions by supporting differentiated instruction, generating relevant teaching materials, and aiding
classroom engagement (Yunus et al., 2019).
Despite its potential, the use of ChatGPT in Malaysian classrooms—particularly for English teaching—has not
been widely explored. Most existing studies focus on the theoretical benefits of AI without examining how
teachers actually use such tools in real classroom contexts (Holmes et al., 2023; Zhang et al., 2023).
Additionally, although Malaysian education policies promote creativity, communication, and critical thinking
in English, little is known about the role of AI in supporting these goals in practical terms (Ng et al., 2023;
Pandai, 2023).
This study aims to explore how ChatGPT can be integrated into English language teaching in Malaysian
primary schools. It focuses on two main areas: (1) the applicability of ChatGPT in supporting English
instruction, and (2) its impact on teaching effectiveness and pupil engagement. By addressing these aspects,
the study seeks to provide practical insights for teachers and policymakers. The findings are expected to inform
strategies for using ChatGPT to address existing classroom challenges and enhance learning outcomes,
contributing to broader discussions on AI’s role in advancing education in Malaysia.
The Integration of ChatGPT in Education
Artificial intelligence (AI), especially ChatGPT, has rapidly influenced global education, transforming how
teaching and learning take place. Within just two months of its launch, ChatGPT reached 100 million active
users, signalling its broad potential in education (Hu, 2023). Its ability to personalise learning, adapt content to
pupil needs, and foster engagement has shown positive impacts, particularly in diverse classrooms (Melor Md
Yunus, 2022). Additionally, ChatGPT reduces teachers’ administrative workload, enabling them to focus on
interactive and pupil-centred instruction.
ChatGPT also promotes inclusivity by supporting learners with different abilities through tailored resources
(Melor Md Yunus, 2022). However, ethical concerns around privacy, data security, and potential misuse remain
significant (Yau & Chan, 2023; Zaveria, 2023). Some countries, such as China and Italy, have imposed
restrictions due to fears of academic dishonesty and over-reliance on technology (McCallum, 2023). Despite
these concerns, scholars argue that responsible implementation of ChatGPT can greatly enhance teaching and
learning (Melor Md Yunus, 2022). The discourse continues to balance AI’s benefits with ethical, political, and
practical considerations.
ChatGPT in English Language Education
In English education, ChatGPT offers real-time feedback, conversational support, and personalised learning
experiences using natural language processing. It enhances engagement by guiding pupils through complex
language concepts interactively. Its use aligns with the TPACK framework (Mishra & Koehler, 2006), which
integrates technology, pedagogy, and content, as well as the SAMR model (Puentedura, 2006), which
illustrates how technology can evolve from substitution to redefinition of learning tasks.
ChatGPT supports differentiated instruction, lesson planning, and content development tailored to learner
needs (Yunus et al., 2023). In Malaysia, it aligns with Sustainable Development Goal 4, promoting equitable
and inclusive education while fostering creativity, communication, and intercultural competence (Melor Md
Yunus, 2023). However, challenges include insufficient teacher training, limited infrastructure, and the need to
align AI tools with Malaysian classroom realities (Yunus et al., 2023). Addressing learners' varied English
proficiency levels is essential for effective implementation.
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Challenges in Malaysian Primary Schools
Several barriers hinder ChatGPT integration in Malaysian primary schools. Teacher readiness is a key issue, as
many educators lack the skills to use AI effectively (Tan & Tan, 2023). Professional development programmes
are needed to build competence and confidence.
Technological infrastructure, especially in rural areas, limits implementation due to poor connectivity and
inadequate devices (Yunus & Nordin, 2023). Government support and investment are crucial to ensure
equitable access.
Ethical concerns surrounding privacy, reduced human interaction, and excessive dependence on AI are also
noted. Mustafa et al. (2024) warn that overuse may affect pupils’ social skills, highlighting the importance of
balancing digital tools with face-to-face learning. Teachers ensured informed consent from pupils and used
ChatGPT-generated materials responsibly, avoiding data sharing or online pupil interaction. Ethical use
emphasized transparency, age-appropriate content, and teacher supervision during all AI-supported activities.
Cultural and contextual adaptation remains another challenge. AI technologies designed for global audiences
may not align with Malaysian educational norms. Abdul and Puspaningrum (2024) emphasise the need for
localised adaptation and sustained teacher support.
Conceptual Framework: Integrating TPACK, SAMR, and THUMB
The integration of ChatGPT into English teaching can be comprehensively understood through the TPACK and
SAMR models. TPACK (Mishra & Koehler, 2006) highlights the interplay between Technology Knowledge
(TK), Pedagogical Knowledge (PK), and Content Knowledge (CK). For English teachers, this means
understanding ChatGPT as a tool (TK), using it effectively in instruction (PK), and aligning it with curriculum
goals (CK).
The SAMR model (Puentedura, 2006) explains the stages of technological integration—Substitution,
Augmentation, Modification, and Redefinition. ChatGPT may begin as a substitute for traditional tasks (e.g.,
grammar practice) and progress toward redefined learning experiences like personalised dialogues and
interactive lessons.
The THUMB model (Yunus et al., 2023) further supports evaluation through five dimensions: Technological
feasibility, Human-centered design, Understandability, Manageability, and Benefit. This ensures ChatGPT is
pedagogically appropriate, accessible, and user-friendly.
Together, these models frame the research by examining ChatGPT’s impact on lesson planning, engagement,
and teaching effectiveness while ensuring suitability, teacher readiness, and positive learning outcomes. This
integrated framework provides a holistic lens to assess ChatGPT’s role in modernizing English education in
Malaysian primary schools.
Research Design
This study employed a qualitative case study approach to explore the integration of ChatGPT in English
language teaching at a primary school in Puchong, Selangor. The case study design enabled an in-depth
understanding of contextual factors influencing AI use in classrooms (Yin, 2018). Data were collected through
three methods:
1. Semi-structured interviews with English teachers to examine their perceptions and experiences
(Creswell & Poth, 2018).
2. Classroom observations to document the practical application of ChatGPT in teaching (Merriam &
Tisdell, 2015).
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3. Document analysis of lesson plans, ChatGPT-generated materials, and pupil work to provide
additional insights (Bowen, 2009).
This triangulated approach allowed for a comprehensive understanding of ChatGPT’s role in enhancing
English instruction at the primary level.
Participants
Ten English teachers were selected through purposive sampling from the chosen school. Participants had a
minimum of five years of teaching experience and prior exposure to technology-enhanced instruction (Palinkas
et al., 2015). Their willingness to experiment with digital tools made them suitable for exploring the
integration of ChatGPT. This sample size aligns with qualitative research standards for obtaining rich, in-depth
data (Creswell, 2013).
Research Instruments
Semi-Structured Interviews
Open-ended questions were used to explore teachers’ views on ChatGPT in areas such as perceived benefits,
challenges, instructional changes, and pupil engagement. The interview guide drew from validated instruments
on educational technology (Creswell, 2014; Yin, 2018) and was reviewed by experts to ensure relevance
(Cohen, Manion, & Morrison, 2017).
Document Analysis
Lesson plans, teaching materials, AI-generated content, and assessment records were collected and coded using
a predefined analytical framework (Bowen, 2009). This method provided insights into instructional planning
and the integration of ChatGPT.
Classroom Observations
Observations captured real-time use of ChatGPT, teacher–pupil interaction, engagement, and achievement of
lesson objectives. A structured checklist guided data collection (Merriam, 2009), and detailed field notes were
used to document classroom dynamics.
Ethical standards were strictly followed, ensuring confidentiality and anonymity of both teachers and pupils
(Cohen et al., 2017).
Data Analysis
Data were analyzed using thematic analysis (Braun & Clarke, 2006). The process involved familiarization,
manual or software-assisted coding (Saldana, 2016), theme development, refinement, and triangulation across
interviews, documents, and observations (Flick, 2018). Emerging themes focused on areas such as teaching
effectiveness, applicability of ChatGPT, and pupil engagement. Findings were presented narratively, supported
by direct evidence from all data sources (Creswell, 2014; Patton, 2015).
Thematic analysis was selected for its suitability in identifying patterns across diverse qualitative data and its
strength in revealing teachers’ lived experiences with ChatGPT.
Validity And Reliability
Construct validity was established by aligning interview and observation protocols with the study’s objectives
(Cohen, Manion, & Morrison, 2018). Internal validity was supported through consistent use of data collection
procedures, while external validity acknowledged the contextual limitations of a single-school setting (Yin,
2018).
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Reliability was ensured using validated instruments and inter-rater reliability procedures. Multiple researchers
reviewed and coded the data, reaching consensus on the interpretation of themes (Creswell, 2014).
Findings
The findings are organised based on the two research questions and presented through two main themes and
their corresponding sub-themes.
Research Question 1: How do teachers apply ChatGPT in teaching English in Malaysian primary schools?
Theme 1: Teachers’ Use of ChatGPT in Classroom Practice
Table1.1 Support for Grammar and Explanations
Teachers commonly used ChatGPT to clarify grammar, generate examples, and respond to pupil questions. It
was valued for speed and accuracy. Teacher A shared that it provides “instant answers and helps with grammar
explanations,” and Teacher E said it supports pupils with different abilities. Classroom observations showed its
frequent use during vocabulary and sentence construction tasks. Lesson plans reviewed also reflected reliance
on ChatGPT-generated explanations.
Table1.2 Concerns About Language Complexity
Teachers expressed concern that ChatGPT’s responses are often too formal or complex for young learners.
Teacher B noted the need to “adapt content for younger pupils,” and Teacher G said examples must be
“relatable to children’s experiences.” Observations confirmed that teachers simplified and rephrased AI-
generated content during lessons, especially for lower primary levels.
Theme
Sub-theme
Interview Findings
Classroom
Observation
Findings
1. Teachers'
Application of
ChatGPT in
English
Teaching
Perception
of
Usefulness
Teachers
appreciated
ChatGPT for
grammar
explanations,
assisting with pupil
needs.
ChatGPT was used to
provide instant
grammar feedback,
improving pupil
understanding.
Theme
Sub-theme
Interview Findings
Classroom
Observation
Findings
Document
Analysis
Findings
1. Teachers'
Application of
ChatGPT in
English
Teaching
Concerns
About
Formality
and
Complexity
Teachers found
ChatGPT’s responses
too formal/complex
for younger pupils
(e.g., Teacher B).
Teachers simplified
ChatGPT content
for younger pupils
(e.g., Teacher C
modifying
exercises).
Teachers
adapted
ChatGPT’s
language to
make it more
suitable for
pupils.
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Table 1.3 Efficiency and Creativity in Lesson Preparation
ChatGPT accelerated lesson preparation by suggesting exercises and writing prompts. Teacher D stated it made
“planning faster and more efficient.” However, teachers localized content to reflect Malaysian culture for
example, replacing generic settings with familiar local contexts. For instance, Teacher D adapted ChatGPT’s
generic passage ‘A trip to the park’ to ‘A visit to the Ramadan Bazaar,’ integrating familiar local contexts that
resonated with pupils’ experiences and cultural background. This adaptation helped pupils connect emotionally
with the lesson and improved comprehension.
Table 1.4 Enhancing Collaboration and Classroom Tasks
ChatGPT facilitated group-based vocabulary and writing activities. Teacher D used it to generate collaborative
word tasks, while observations in Teacher H’s class showed pupils creating sentences in groups using AI-
generated words. ChatGPT facilitated group-based vocabulary and writing activities. These collaborative
activities encouraged communication, problem-solving, and teamwork among pupils.
Table 1.5 Personalised Learning
Teachers used ChatGPT to differentiate tasks according to pupil proficiency. Teacher I explained that it
allowed “exercises at the right level for each pupil.” Data showed teachers assigning simpler tasks to weaker
pupils and extension work to advanced learners using AI-generated variations.
Theme
Sub-theme
Interview
Findings
Classroom
Observation
Findings
Document
Analysis Findings
1. Teachers'
Application of
ChatGPT in
English
Teaching
Balancing
Efficiency
with
Creativity
Teachers
emphasized
efficiency in
lesson prep but
also creativity
(e.g., Teacher D).
Teachers adapted
ChatGPT resources
to make lessons
engaging (e.g.,
cultural references).
Teachers creatively
modified ChatGPT
content for better
engagement and
relevance.
Theme
Sub-theme
Interview
Findings
Classroom
Observation
Findings
Document
Analysis Findings
1. Teachers'
Application of
ChatGPT in
English
Teaching
Enhancing
Collaboration
Teachers used
ChatGPT to
generate
collaborative tasks
(e.g., Teacher D,
Teacher H).
Pupils worked in
groups, using
ChatGPT for
problem-solving
and sentence
creation.
Lesson plans
incorporated
ChatGPT in group
activities to
facilitate
collaboration.
Theme
Sub-theme
Interview
Findings
Classroom
Observation
Findings
Document
Analysis
Findings
1. Teachers'
Application of
ChatGPT in
English
Teaching
Personalized
Learning
Teachers used
ChatGPT to tailor
tasks for different
proficiency levels
(e.g., Teacher I).
Tasks were adapted
to suit pupils’
individual learning
paces (e.g.,
differentiated
grammar exercises).
Teachers adapted
ChatGPT’s
exercises to cater
to varying
proficiency
levels.
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Research Question 2: What is the impact of ChatGPT on teaching practices and pupils’ learning?
Theme 2: Effects of ChatGPT on Teaching and Learning
Table 2.1 Creativity and Classroom Engagement
While ChatGPT provided structured materials, teachers found it limited in promoting creativity. Teacher C
commented that it “doesn’t engage like a real conversation,” and Teacher E noted the lack of cultural relevance
in storytelling suggestions. Observations showed greater engagement when teachers enhanced AI outputs with
interactive discussions or real-life themes.
Table 2.2 Balancing AI with Traditional Teaching
Teachers were cautious about over-reliance on AI. Teacher B stated that excessive use “reduces the personal
touch,” and Teacher G highlighted oversimplification of problem-solving. Lessons dominated by AI-generated
content saw lower engagement, whereas teacher-facilitated tasks encouraged participation.
Pupil Engagement and Learning
ChatGPT-supported lessons improved structure and pacing, but engagement depended on how teachers
adapted materials. Teacher I combined AI-generated tasks with discussions and applications, leading to active
participation. In contrast, unmodified content was seen as repetitive, as noted by Teacher G, who said “tweaked
quizzes work better.”
DISCUSSION
This discussion interprets the findings through two main themes aligned with the research questions: (1)
Teachers’ Application of ChatGPT in English Teaching and (2) the Impact of ChatGPT on Teaching and Pupils’
Learning. The results are connected to relevant literature to highlight both the affordances and limitations of
ChatGPT in Malaysian primary school contexts.
Research Question 1: How do teachers apply ChatGPT in teaching English in Malaysian primary schools?
Theme
Sub-theme
Interview
Findings
Classroom
Observation
Findings
Document
Analysis
Findings
Impact of
ChatGPT on
English
Teaching and
Pupils’
Learning
Limitations in
Creativity and
Engagement
ChatGPT activities
were seen as too
generic, lacking
pupil engagement
(e.g., Teacher C).
Pupils showed less
interest in repetitive
tasks, but teachers
added interactive
elements to engage
pupils.
Teachers modified
ChatGPT
materials to
include personal,
cultural, and
creative elements.
Theme
Sub-theme
Interview
Findings
Classroom
Observation
Findings
Document
Analysis Findings
2. Impact of
ChatGPT on
English
Teaching and
Pupils’
Learning
Balancing
Technology
and
Traditional
Methods
Concerns that
ChatGPT
reduces personal
touch and
creativity (e.g.,
Teacher B).
Over-reliance on
technology led to
decreased pupil
engagement without
teacher interaction.
Teachers
maintained a
balance between
technology and
traditional methods
for effective
teaching.
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ChatGPT as a Grammar Support Tool
Teachers used ChatGPT to provide explanations, examples, and quick responses to grammar-related questions.
This supported differentiated instruction, consistent with Nguyen and Nguyen (2022). However, teachers noted
that the language was often too formal for younger pupils, requiring adaptation—echoing the need for
pedagogical mediation highlighted by Spector et al. (2022).
Real-Time Assistance and Feedback
Teachers valued ChatGPT for its immediacy, particularly during grammar and vocabulary activities. The
provision of instant answers helped sustain lesson flow and pupil engagement, supporting Wilson and
Grossman’s (2023) conclusions on feedback and language acquisition. Still, teachers expressed caution that
quick responses may not guarantee deep understanding.
Lesson Planning and Content Customization
ChatGPT reduced teachers’ planning time by generating draft materials and activity ideas. However, teachers
consistently modified outputs to align with pupil age, cultural context, and curriculum requirements. This
reinforces past findings that AI enhances efficiency but cannot replace teacher expertise (Jones & MacDonald,
2022).
Reducing Cognitive Load Through Adaptation
Teachers simplified AI-generated materials to ensure accessibility for younger learners. This reflects Sweller et
al.’s (2019) cognitive load theory, emphasizing the need to adjust content to pupils’ developmental levels.
Without such adaptation, ChatGPT’s complexity risked disengagement.
Supporting Collaboration and Interaction
Group tasks generated with ChatGPT promoted interactive learning and pupil collaboration. This aligns with
Vygotskian perspectives on social learning and shifts towards more pupil-centred activities, as also noted in
recent classroom AI research.
Research Question 2: What impact does ChatGPT have on English teaching and pupils’ learning?
Efficiency with Limitations in Creativity
ChatGPT was effective for generating worksheets, exercises, and outlines, streamlining teacher workload.
However, teachers found AI outputs lacked creativity, spontaneity, and cultural relevance, consistent with Yin
and Wang (2021) and Zhang & Lee (2022). This was especially relevant in contexts requiring contextual
storytelling or engagement-focused activities.
Teacher Adaptation as a Mediating Factor
Teachers played a crucial role in refining AI-generated materials to suit local needs and maintain engagement.
Examples included adding cultural references, simplifying language, and incorporating interactive elements.
This reflects Yunus et al. (2023), who emphasize teacher agency in educational technology use.
Classroom Engagement Requires Human Mediation
Observations confirmed that unmodified ChatGPT materials were less engaging. Teachers who supplemented
AI content with discussions, real-life contexts, or active learning strategies achieved greater participation,
aligning with Lim and Chan (2023) and Lee & Tan (2024).
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Balancing Efficiency and Engagement
While ChatGPT enhanced planning efficiency, teachers reported that AI-generated activities were too
structured and rigid to sustain interest, echoing Lin et al. (2023). Pupils responded better when teachers
blended AI support with creative, dialogic teaching.
Caution Against Over-Reliance
Teachers expressed concern that excessive dependence on ChatGPT could weaken the relational aspects of
teaching. This reflects Lim et al. (2023) and Ng et al. (2022), who caution that AI cannot replace human
interaction, especially in language learning where emotional connection and responsiveness are critical.
CONCLUSION
This study provides meaningful insights into how ChatGPT is being integrated into English language teaching
in Malaysian primary schools. The findings indicate that ChatGPT offers clear advantages, particularly in
generating instructional materials, supporting lesson planning, and reducing teachers’ administrative workload.
These benefits align with broader shifts towards technology-enabled efficiency in education. However, the
study also reveals several limitations. Teachers reported that AI-generated content often lacked contextual
relevance, creativity, and age appropriateness, requiring substantial adaptation. Pupils’ engagement depended
heavily on how effectively teachers modified ChatGPT’s outputs to suit classroom realities. The findings
further suggest that excessive reliance on AI tools may diminish opportunities for personalised instruction and
reduce the richness of teacher–pupil interaction—both of which are crucial in language learning.
Overall, the study underscores the importance of a balanced, teacher-mediated approach to AI integration.
Rather than functioning as a replacement, ChatGPT should be positioned as a complementary tool that
supports, but does not override, pedagogical judgment. Ongoing professional development is essential to help
educators use AI meaningfully while preserving creativity, interaction, and cultural relevance in the classroom.
Future research should examine the long-term impact of AI-assisted teaching on learning outcomes, teacher
autonomy, and inclusivity. Attention should also be given to ethical use, contextual adaptation, and sustainable
models of teacher–technology collaboration. Besides that, future research also probably can include multiple
schools across urban and rural areas to enhance generalizability. Incorporating pupil perspectives will offer
richer insights into engagement, motivation, and perceived learning outcomes.
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