Reimagining Esp Pedagogy With Artificial Intelligence: Addressing Challenges In Domain-specific Knowledge

Résumé: This research explores the intricate challenges faced by non-native English-speaking ESP instructors, particularly in acquiring and applying field-specific knowledge essential to effective teaching. Focusing on the potential of artificial intelligence—specifically ChatGPT—as a supportive tool, the study examines how educators navigate these knowledge demands and how AI might be integrated into their ongoing professional development. Drawing on insights from both language-focused and subject-oriented ESP practitioners, the study investigates practical strategies used to compensate for limitations in disciplinary understanding. Employing a mixed-methods design that includes surveys and interviews, the findings reveal persistent barriers for language teachers in accessing and engaging with specialized content. While many participants express reservations about the reliability and regular use of AI tools like ChatGPT, a generally hopeful perspective emerges regarding their role in supplementing professional learning. The research highlights the need for a thoughtful and balanced incorporation of AI, advocating for a model that values both technological support and the irreplaceable insight of human educators in enhancing the quality of ESP instruction.

Publié dans la revue: RIDILCA