Abstract
This exploratory study investigated how 367 university language educators from 48 countries/regions responded to ChatGPT in the first 10 weeks after its release. It explored awareness, use, attitudes and perceived impact through a survey collecting both quantitative and qualitative data. Most participants demonstrated moderate awareness, but little teaching application. Around half had used ChatGPT in some way, but only 16% for educational purposes. Interest was high but many concerns were raised, particularly about misuse. Most agreed to a likely future use for creating materials, but were less open to use it as a writing feedback assistant or for automated assessment. Perceptions of the impact of ChatGPT were cautiously optimistic, with more positivity from hands-on users. Concerns focused on misuse, while benefits were noted in terms of efficiency. Qualitative data were analysed using an adapted version of the Concerns-Based Adoption Model (CBAM), which revealed that teachers were primarily in the early ‘awareness’ or ‘personal’ stages of concern, suggesting a gradual adoption process. Key implications are that educators need support in developing skills for pedagogical applications of ChatGPT, while critically evaluating appropriate use. More empirical evidence on effective practices is needed. This timely study provides baseline data on language teachers’ initial engagement with ChatGPT, highlighting promising directions but also remaining concerns. Further research can track how responses evolve.