INTRODUCTION: The purpose of this study is to explore students' attitudes and perceived usefulness of using ChatGPT for learning a foreign language to reveal how this new trend tool affects its end-users. METHODS: The authors conducted qualitative research by using a questionnaire survey based on hands-on experience by university students. RESULTS: The findings reveal that students are fascinated, satisfied, and stimulated to use this technology despite some of their reservations and potential threats. The authors of this study also list pedagogical implications, including specific activities, while using ChatGPT. DISCUSSION: Although ChatGPT can be very beneficial for teachers and help them in their preparation, it sets a challenging task for them to change the existing teaching approaches and assessments to boost students' cognitive, creative, and critical thinking skills. In addition, both teachers and students will have to upskill their competencies to handle the current advancements in AI technology, such as ChatGPT.

• Klíčová slova
• AI technology, ChatGPT, L2 acquisition, foreign language learning, university students,
• Publikační typ
• časopisecké články MeSH

In the past two years during the COVID-19 pandemic, nearly all universities had to conduct the courses online, including foreign language learning (FLL) classes. Pre-COVID-19 research into the possibilities of digital FLL seemed very optimistic and promising; however, when real life brought the challenges of online classes, the situation was different. This research focuses on the experience of university foreign language teachers from the Czech Republic and Iraq with their online foreign language classes during the past two years. It attempts to analyse their experience and brings together all major issues and concerns they were able to realise. The methodology is qualitative and the number of participants was 42 university teachers from two countries where guided semi-structured interviews were conducted to collect data. The results clearly show that despite the overoptimistic earlier research - the respondents in both countries were very dissatisfied with the way the classes were conducted for various reasons, such as the lack of adequate training, insufficient methodologies for FLL, the lack of motivation in students, dramatically increased screen time of both students and teachers, etc. The most important suggestions call for an adequate methodology for online foreign language learning and necessary professional training so that the instructors are able to keep pace with unprecedentedly fast development in information technology used in various forms of digital learning.

• Klíčová slova
• Digital learning, FLL, Foreign language learning, Foreign language teaching, Foreign languages, L2 acquisition, Online education,
• Publikační typ
• časopisecké články MeSH