Pre-Service English as a Foreign Language Teachers’ Attitudes toward Artificial Intelligence

Abstract

Artificial Intelligence (AI) is actively involved in many areas of contemporary society. As in many other fields, it has pioneered a significant transformation in language education. As today’s preservice teachers will shape the future, it is crucial to understand their attitudes toward using AI in language classrooms. Hence, this study aims to examine the attitudes towards AI of pre-service English language teachers studying at a state university in Turkey. A mixed-method research design was adopted. Data was collected via a scale with the participation of 193 pre-service English as a Foreign Language teachers and analyzed in line with various descriptive variables. Qualitative data were collected through in-depth interviews with 10 participants and analyzed via thematic analysis. Quantitative findings show that male participants have more positive attitudes towards AI, and individuals who are familiar with AI and have used AI have more positive attitudes. In addition, third-year students were found to have higher behavioral attitude scores compared to first-year students. The results of the qualitative analysis revealed that themes such as the challenges faced in the integration of AI into educational processes, the potential benefits it provides, participants' preferences for these technologies, and predictions about the future of AI in education came to the fore.

Keywords

• : Artificial Intelligence
• ELT
• pre-service English Language Teachers
• Attitude

Supporting Institution

TUBITAK

Ethical Statement

Ethical approval of this study is obtained from Gaziantep University with approval number 456833.

Thanks

We would like to thank Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TUBITAK) for funding this project. Also, we would like to extend our thanks to the editors and reviewers.

İngilizce Öğretmen Adaylarının Yapay Zekaya Yönelik Tutumları

Abstract

Yapay Zeka (YZ), çağdaş toplumun birçok alanında aktif olarak yer almaktadır. Diğer birçok alanda olduğu gibi, dil eğitiminde de önemli bir dönüşüme öncülük etmiştir. Bugünün öğretmen adayları geleceği şekillendireceğinden, dil sınıflarında YZ kullanımına yönelik tutumlarını anlamak çok önemlidir. Bu nedenle, bu çalışma Türkiye'deki bir devlet üniversitesinde öğrenim gören İngilizce öğretmen adaylarının YZ'ye yönelik tutumlarını incelemeyi amaçlamaktadır. Bu çalışmada, karma yöntemli bir araştırma tasarımı benimsenmiştir. Nicel veriler, 193 Yabancı Dil Olarak İngilizce öğretmen adayının katılımıyla bir ölçek aracılığıyla toplanmış ve çeşitli betimsel değişkenler doğrultusunda analiz edilmiştir. Nitel veriler ise 10 katılımcı ile derinlemesine görüşmeler yoluyla toplanmış ve tematik analiz yoluyla analiz edilmiştir. Nicel bulgular, erkek katılımcıların YZ'ye karşı daha olumlu tutumlara sahip olduğunu ve YZ'ye aşina olan ve YZ kullanan bireylerin daha olumlu tutumlara sahip olduğunu göstermektedir. Ayrıca, üçüncü sınıf öğrencilerinin birinci sınıf öğrencilerine kıyasla daha yüksek davranışsal tutum puanlarına sahip olduğu bulunmuştur. Nitel analiz sonuçları, YZ'nin eğitim süreçlerine entegrasyonunda karşılaşılan zorluklar, sağladığı potansiyel faydalar, katılımcıların bu teknolojilere yönelik tercihleri ve eğitimde YZ'nin geleceğine ilişkin öngörüler gibi temaların öne çıktığını ortaya koymuştur.

Keywords

• Yapay zeka
• İngiliz Dili Öğretimi
• tutum
• İngilizce Öğretmen Adayları

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