Author

Luvic Banganan Camalao*
Teaching/Purok 2, Mabiga, Puguin, Conner, Apayao, Philippines
Purok 3, Mabiga, Puguin, Conner, Apayao, Philippines

Abstract

This study investigated the extent of utilization of ChatGPT in teaching elementary English among public-school teachers Southern Conner District, Apayao Province. Using descriptive method research design. The quantitative findings revealed that the overall utilization of ChatGPT was rarely practiced, indicating that its integration into classroom instruction remains minimal. Among the four areas assessed, instructional strategies registered the highest level of use, while assessment and feedback were the least utilized. Significant differences were found when respondents were grouped according to age and familiarity with Generative AI, suggesting that younger and more technologically familiar teachers used ChatGPT more actively. Overall, the study concludes that while ChatGPT presents promising opportunities for language instruction, its adoption among elementary English teachers is still at an early stage, requiring greater digital competence, reliable systems, and structured guidance to ensure its meaningful and responsible use in education. The findings highlight that while ChatGPT has potential as a supportive tool for language instruction, its adoption is still in the early stages due to barriers in training, infrastructure, and policy implementation. The study recommends the establishment of institutional guidelines, continuous capacity-building, and further research on AI literacy and its long-term pedagogical impact in basic education.

Keywords: ChatGPT, Artificial Intelligence, Elementary English, Teaching Strategies, AI Integration, Generative AI, Educational Technology

*Corresponding author/ Email: luvic.camalao@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502949

Recommended citation:
Camalao, L. B. (2026). Teachers’ utilization of ChatGPT in teaching elementary English: Basis for the development of guidelines and policies on responsible use of AI in teaching. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 919-937. http://doi.org/10.69651/PIJHSS0502949

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