TY  - JOUR
T1  - Unlocking the Potential: Attitudes of Tertiary Level EFL Learners Towards Using AI in Language Learning
AU  - Korkmaz, Hüsem
AU  - Akbıyık, Murat
PY  - 2024
DA  - November
Y2  - 2024
DO  - 10.17275/per.24.76.11.6
JF  - Participatory Educational Research
JO  - PER
PB  - Özgen KORKMAZ
WT  - DergiPark
SN  - 2148-6123
SP  - 1
EP  - 19
VL  - 11
IS  - 6
LA  - en
AB  - In the current era of rapid change in which AI has become inevitable in foreign language education as in many aspects of life, this study, which aims to examine EFL learners’ attitudes towards AI and to analyse its future potential, was conducted with the participation of 772 English preparatory year students studying at A2, B1, and B2 levels in the schools of foreign languages of a state and a private (foundation) university in Türkiye. The data for the study were collected online through an attitude scale (MALL:AI) and an open-ended survey question. Quantitative results revealed that the participants had moderate attitudes towards the use of AI in EFL learning, with no clear tendency towards positive attitudes. While university type and gender were not found to be significant determinants of attitudes, engineering and natural sciences students showed more positive attitudes towards AI in EFL learning than those in the humanities and social sciences. In terms of proficiency level, A2 level participants reflected lower attitudes in the behavioural factor than B1 and B2 levels. Qualitatively, it was found that students had overwhelmingly positive perspectives on the use of AI, shared some negative approaches with reservations, and offered concrete suggestions for the integration of AI into ELT. With its intriguing findings, the present study sheds light on further studies and paves the way for educational administrators and EFL instructors to better make use of AI in language education.
KW  - English language learning
KW  - artificial intelligence
KW  - attitudes
KW  - perspectives
CR  - Asio, J. M. R., & Gadia, E. D. (2024). Predictors of student attitudes towards artificial intelligence: Implications and relevance to the higher education institutions. International Journal of Didactical Studies, 5(2), 27763. https://doi.org/10.33902/ijods.202427763
CR  - Aydın Yıldız, T. (2023). Measurement of attitude in language learning with AI (MALL:AI). Participatory Educational Research, 10(4), 111-126. http://dx.doi.org/10.17275/per.23.62.10.4
CR  - Bonner, E., Lege, R., & Frazier, E. (2023). Large Language Model-Based Artificial Intelligence in the language classroom: Practical ideas for teaching. Teaching English with Technology, 23(1), 23-41. https://doi.org/10.56297/BKAM1691/WIEO1749
CR  - Bohner, G., & Dickel, N. (2011). Attitudes and attitude change. Annual Review of Psychology, 62, 391-417.
CR  - Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
CR  - Chiu, T. K., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 31, 1-17. https://doi.org/10.1080/10494820.2023.2172044
CR  - Chomsky, N. (2023). The False Promise of ChatGPT. The New York Times. Retrieved on 24 January, 2024 from https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html
CR  - Creswell, J.W. (2003). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, California: Sage.
CR  - Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information System Quarterly, 13(3): 983–1003. https://doi.org/10.2307/249008
CR  - Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Berlin: Springer Science & Business Media. https://doi.org/10.1007/978-1-4899-2271-7
CR  - Eccles, J. S., & Wigfeld, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
CR  - El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Journal of Educational Technology & Society, 13(3), 12-21.
CR  - Edmett, A., Ichaporia, N., Crompton, H., & Crichton, R. (2023). Artificial intelligence and English language teaching: Preparing for the future. British Council. https://doi.org/10.57884/78EA-3C69
CR  - Erdem, C., Saykili, A., & Kocyigit, M. (2018). The Adaptation Study of the Questionnaires of the Attitude Towards Call (A-Call), the Attitude Towards Cal (A-Cal), the Attitude Towards Foreign Language Learning (A-Fll) to Turkish Language. Turkish Online Journal of Distance Education, 19(1), 31-45.
CR  - Fast, E., & Horvitz, E. (2017). Long-Term Trends in the Public Perception of Artificial Intelligence. Proceedings of the AAAI Conference on Artificial Intelligence, 31(1). https://doi.org/10.1609/aaai.v31i1.10635
CR  - Fathali, S., & Okada, T. (2017). A self-determination theory approach to technology-enhanced out-of-class language learning intention: A case of Japanese EFL learners. International Journal of Research Studies in Language Learning, 6(4), 53-64.
CR  - Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57-63. https://doi.org/10.37074/jalt.2023.6.1.22
CR  - Gallacher, A., Thompson, A. & Howarth, M. (2018). “My robot is an idiot!” - Students’ perceptions of AI in the L2 classroom. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouesny (Eds), Future-proof CALL: Language learning as exploration and encounters – short papers from EUROCALL 2018 (pp 70-76). Research-publishing.net https://doi:10.14705/rpnet.2018.26.815
CR  - Gary, K. (2019). Pragmatic standards versus saturated phenomenon: Cultivating a love of learning. Journal of Philosophy of Education, 53(3), 477–490
CR  - Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692.
CR  - Haristiani, N. (2019). Artificial Intelligence (AI) chatbot as language learning medium: An inquiry. Journal of Physics: Conference Series, 1387(1), 012020. https://doi.org/10.1088/1742-6596/1387/1/012020
CR  - Hockly, N. (2023). Artificial intelligence in English language teaching: The good, the bad and the ugly. RELC Journal, 54(2),445-451. https://doi.org/10.1177/00336882231168504
CR  - Hwang, G. & Xie, H. & Wah, B. & Gasevic, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in education. Computers and Education: Artificial Intelligence. 1. 100001. https://doi:10.1016/j.caeai.2020.100001
CR  - Iqbal, N., Ahmed, H., & Azhar, K. A. (2022). Exploring teachers’ attitudes towards using ChatGPT. Global Journal for Management and Administrative Sciences, 3(4), 97-111. https://doi.org/10.46568/gjmas.v3i4.163
CR  - Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, https://doi.org/10.1177/00336882231162868
CR  - Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational Chatbots: A systematic review. Education and Information Technologies, 28(1), 973– 1018. https://doi.org/10.1007/s10639-022-11177-3
CR  - Lin, H. C., Ho, C. F., & Yang, H. (2022). Understanding adoption of artificial intelligence-enabled language e-learning system: An empirical study of UTAUT model. International Journal of Mobile Learning and Organisation, 16(1), 74-94.
CR  - Liu, G., & Ma, C. (2023). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 1-14.
CR  - Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: Meta-analyses of studies by Gardner and associates. Language Learning, 53, 123–163.
CR  - O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1-13. https://doi.org/10.1177/1609406919899220
CR  - Ojeda-Ramirez, S., Rismanchian, S., & Doroudi, S. (2023). Learning about AI to learn about learning: Artificial Intelligence as a tool for metacognitive reflection. EdArXiv. https://doi.org/10.35542/osf.io/64ekv
CR  - Phan, T. N. L. (2023). Students' perceptions of the AI technology application in English writing classes. Proceedings of the AsiaCALL International Conference, 4, 45-62. https://doi.org/10.54855/paic.2344
CR  - Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
CR  - Schepman, A., & Rodway, P. (2020). Initial validation of the general attitudes towards Artificial Intelligence Scale. Computers in Human Behavior Reports, 1, 100014.
CR  - Schmidt, T., & Strasser, T. (2022). Artificial intelligence in foreign language learning and teaching: a CALL for intelligent practice. Anglistik: International Journal of English Studies, 33(1), 165-184.
CR  - Sindermann, C., Sha, P., Zhou, M., Wernicke, J., Schmitt, H. S., Li, M., ... & Montag, C. (2021). Assessing the attitude towards artificial intelligence: Introduction of a short measure in German, Chinese, and English language. KI-Künstliche İntelligenz, 35, 109-118.
CR  - Suh, W., & Ahn, S. (2022). Development and validation of a scale measuring student attitudes toward artificial intelligence. Sage Open, 12(2), 21582440221100463.
CR  - Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
CR  - Tafazoli, D., Gómez Parra, M. E., & Huertas Abril, C. A. (2019). Attitude towards Computer-Assisted Language Learning: Do gender, age and educational level matter?. Teaching English with Technology, 19(3), 22-39.
CR  - Topsakal, O., & Topsakal, E. (2022). Framework for a foreign language teaching software for children utilizing AR, voicebots and ChatGPT (Large Language Models). The Journal of Cognitive Systems, 7(2), 33-38. https://doi.org/10.52876/jcs.1227392
CR  - Wang, F., King, R. B., Chai, C. S., & Zhou, Y. (2023). University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs. International Journal of Educational Technology in Higher Education, 20(1), 51. https://doi.org/10.1186/s41239-023-00417-2
CR  - Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
CR  - Xu, W., & Ouyang, F. (2022). A systematic review of AI role in the educational system based on a proposed conceptual framework. Education and Information Technologies, 27(3), 4195-4223. https://doi.org/10.1007/s10639-021-10774-y
CR  - Yeh, S. C., Wu, A. W., Yu, H. C., Wu, H. C., Kuo, Y. P., & Chen, P. X. (2021). Public perception of artificial intelligence and its connections to the Sustainable Development Goals. Sustainability, 13(16), 9165. https://doi.org/10.3390/su13169165
CR  - Yilmaz, H., Maxutov, S., Baitekov, A., & Balta, N. (2023). Student attitudes towards ChatGPT: A Technology Acceptance Model survey. International Educational Review, 1(1), 57-83. https://doi.org/10.58693/ier.114
CR  - Yoon, S. Y. (2019). Student readiness for AI instruction: Perspectives on AI in university EFL classrooms. Multimedia-Assisted Language Learning 22(4) 134-160. https://doi.org/10.15702/mall.2019.22.4.134
CR  - Yu, H. (2023). Reflection on whether ChatGPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712
CR  - Zou, B., Liviero, S., Hao, M., Wei, C. (2020). Artificial Intelligence Technology for EAP Speaking Skills: Student Perceptions of Opportunities and Challenges. In: Freiermuth, M.R., Zarrinabadi, N. (eds) Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34212-8_17
UR  - https://doi.org/10.17275/per.24.76.11.6
L1  - https://dergipark.org.tr/en/download/article-file/3846281
ER  -