Abstract
This article examines the initial response of university-level language educators to ChatGPT, an AI chatbot, within the first ten weeks of its release. ChatGPT, which stands for 'Chat Generative Pre-trained Transformer’, is a conversational AI language model developed by OpenAI, a private artificial intelligence research organisation. A global survey collected data from 367 teachers of 16 languages. The results show strong awareness of ChatGPT among educators, but wide variation in experience and knowledge highlights the need for training and support. While use of ChatGPT was limited, particularly for pedagogical tasks, the majority of educators expressed interest in integrating it into their future teaching practice. In more concrete terms, more teachers indicated they were likely to use it to create language learning resources and recommend it for self-study than use it for managing assessment. In regards to the potential impact of ChatGPT on the field of education, educators showed a mixture of concern and optimism. While many agreed that it would increase the accessibility of language teaching and have a positive impact on self-study, even more had concerns about the potential for cheating and over-reliance, highlighting the importance of ethical guidelines. This research contributes to the understanding of the opportunities and challenges associated with ChatGPT in language education.