EFL Teachers’ Insights on Incorporating AI in Language Education

Abstract

Recent advancements in Artificial Intelligence (AI) are transforming language education by enabling more effective instructional practices and enhanced learning outcomes. AI-driven technologies—including tutoring systems, personalized learning platforms, and automated assessment tools— have the potential to revolutionize classroom instruction. While the integration of these technologies is still in its early stages, the current mixed-methods study aimed to investigate English language teachers’ awareness of and perspectives on the use of AI in language education. Quantitative data were collected from 437 participants through the administration of the AI Awareness Level Scale for Teachers via an online survey. Also, semi-structured interviews were conducted with 14 volunteer English teachers to gain deeper insights. The qualitative data were analyzed through content analysis, with interview recordings transcribed using MAXQDA 24. The findings yielded a generally high level of AI awareness among English teachers which varied significantly based on age, gender, and educational background. The qualitative findings underpinned several perceived benefits of AI integration, including enhanced language skill development, increased student motivation, real-time feedback, and improved time efficiency. However, concerns were also raised regarding potential drawbacks such as over-reliance on technology, reduced human interaction, and ethical considerations. Overall, the participants of the study advocated for the meaningful and supportive integration of AI, emphasizing its role that complements rather than replaces the teacher’s central role in the educational process.

Keywords

• artificial intelligence
• English as a Foreign Language
• foreign language education

İngilizce Öğretmenlerinin Dil Eğitimine Yapay Zekanın Dahil Edilmesine İlişkin Görüşleri

Öz

Yapay zeka (YZ) alanındaki son gelişmeler, daha etkili öğretim yöntemlerini ve daha iyi öğrenme çıktılarını teşvik ederek dil eğitimini yeniden şekillendirmektedir. Teknoloji, sınıf içi eğitimde değişimlere yol açmıştır ve YZ odaklı teknolojiler, akıllı özel ders sistemleri, kişiselleştirilmiş öğrenme platformları ve otomatik not verme uygulamaları aracılığıyla sınıf içi eğitimde devrim yaratma potansiyeline sahiptir. Bu gelişmelerin henüz erken aşamalarda olduğunu göz önünde bulunduran bu karma yönteme dayalı çalışma, İngilizce öğretmenlerinin yapay zekanın dil eğitimine entegrasyonu konusundaki farkındalıklarını ve içgörülerini incelemeyi amaçlamıştır. Çevrimiçi bir anket aracılığıyla öğretmenler için YZ Farkındalık Düzeyi Ölçeği uygulanarak 437 katılımcıdan nicel veriler toplanmıştır. Daha derin içgörüler elde etmek için, 14 gönüllü İngilizce öğretmeni ile yarı yapılandırılmış görüşmeler yapılmıştır. Nitel veriler içerik analizi kullanılarak analiz edilmiş ve ses kayıtları transkripsiyon için MAXQDA 24 programında işlenmiştir. Bulgular, İngilizce öğretmenlerinin YZ teknolojileri konusunda yüksek düzeyde farkındalığa sahip olduğunu ortaya koymuş ve bu farkındalığın yaş, cinsiyet ve eğitim derecesine göre değiştiği sonucunu elde etmiştir. Nitel bulgular, YZ'nin dil becerilerinin geliştirmesi, öğrenci motivasyonunun artırması, anında geri bildirim vermesi ve zamandan tasarruf etme gibi çok sayıda avantajı olduğunun altını çizmiştir. Ancak, teknolojiye aşırı bağımlılık, insan etkileşiminin azalması ve etik kaygılar gibi potansiyel dezavantajlara ilişkin endişeler de dile getirilmiştir. Genel olarak, çalışmanın katılımcıları, YZ’nin eğitim sürecinde öğretmenin merkezi rolünü ikame etmekten ziyade tamamlayıcı bir rol oynadığını vurgulayarak, anlamlı ve destekleyici bir şekilde entegre edilmesini savunmuştur.

Anahtar Kelimeler

• yapay zeka
• Yabancı Dil olarak İngilizce
• Yabancı dil eğitimi

References

1. Adıgüzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3).
2. Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in human behavior, 29(3), 519-524.
3. An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2023). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28(5), 5187-5208.
4. Annamalai, N., Ab Rashid, R., Hashmi, U. M., Mohamed, M., Alqaryouti, M. H., & Sadeq, A. E. (2023). Using chatbots for English language learning in higher education. Computers and Education: Artificial Intelligence, 5, 100153.
5. Bekhet, A. K., & Zauszniewski, J. A. (2012). Methodological triangulation: An approach to understanding data. Nurse researcher, 20(2).
6. Bekou, A., Mhamed, M. B., & Assissou, K. (2024). Exploring opportunities and challenges of using ChatGPT in English language teaching (ELT) in Morocco. Focus on ELT Journal, 6(1), 87-106. https://doi.org/10.14744/felt.6.1.7
7. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri, (29th ed.). Pegem Akademi.
8. Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y

9. Chien, Y. C., Wu, T. T., Lai, C. H., & Huang, Y. M. (2022). Investigation of the influence of artificial intelligence markup language-based LINE ChatBot in contextual English learning. Frontiers in Psychology, 13, 785752.
10. Chiu, T. K., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
11. Choi, S., Jang, Y., & Kim, H. (2023). Influence of pedagogical beliefs and perceived trust on teachers’ acceptance of educational artificial intelligence tools. International Journal of Human–Computer Interaction, 39(4), 910-922. https://doi.org/10.1080/10447318.2022.2049145
12. Chounta, I. A., Bardone, E., Raudsep, A., & Pedaste, M. (2022). Exploring teachers’ perceptions of Artificial Intelligence as a tool to support their practice in Estonian K-12 education. International Journal of Artificial Intelligence in Education, 32(3), 725-755.
13. Cong-Lem, N., Tran, T. N., & Nguyen, T. T. (2024). Academic Integrity in the Age of Generative AI: Perceptions and Responses of Vietnamese EFL Teachers. Teaching English with Technology, 24(1), 28-48.
14. Coşkun, B. (2024). Aday Öğretmenlerin Yapay Zeka Algıları ve Eğitimde Yapay Zeka Kullanımına İlişkin Düşünceleri. Kapadokya Eğitim Dergisi, 5(2), 439-456.
15. Creswell, J.W. and Creswell, J.D. (2018) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage, Los Angeles.
16. Çetin, M., & Aktaş, A. (2021). Yapay zeka ve eğitimde gelecek senaryoları. OPUS International Journal of Society Researches, 18(Eğitim Bilimleri Özel Sayısı), 4225-4268.
17. Demiröz, H., & Türker, F. (2020). EFL Instructors’ Perceptions and Attitudes towards Using CALL in Language Classrooms. Cumhuriyet Uluslararası Eğitim Dergisi, 9(1), 291-307.
18. Deniz, S. S. (2022). Yapay Zekâ Kaygısının İncelenmesine İlişkin Bir Araştırma. SMART Journal, 8(63). 1675-1677.
19. Dömbekci, H. A., & Erişen, M. A. (2022). Nitel araştırmalarda görüşme tekniği. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 22(Özel Sayı 2), 141-160.
20. Drew, H. (2014). Overcoming barriers: Qualitative interviews with German elites. Electronic Journal of Business Research Methods, 12(2), pp77-86.
21. Dülger, E. D., & Gümüşeli, A. İ. (2023). Views of School Principals and Teachers on Using Artificial Intelligence in Education. ISPEC International Journal of Social Sciences & Humanities, 7(1), 133–153. https://doi.org/10.5281/zenodo.7766578
22. Eaton, S.E. (2010). Global Trends in Language Learning in the Twenty-first Century. Calgary: Onate Press.
23. Ebadi, S., & Amini, A. (2022). Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: A case of CSIEC chatbot. Interactive Learning Environments, 1-19.
24. Edwards, B. I., & Cheok, A. D. (2018). Why not robot teachers: artificial intelligence for addressing teacher shortage. Applied Artificial Intelligence, 32(4), 345-360.
25. Ertel, W. (2018). Introduction to artificial intelligence. New York: Springer.
26. Ferikoğlu, D., & Akgün, E. (2022). An Investigation of teachers’ artificial intelligence awareness: A scale development study. Malaysian Online Journal of Educational Technology, 10(3), 215-231.
27. Firdaus, A., & Nawaz, S. (2024). Viewpoints of Teachers about the Usage of Artificial Intelligence in ELT: Advantages and Obstacles. University of Chitral Journal of Linguistics and Literature, 8(I), 82-93.
28. Fitria, T. N. (2021, December). Artificial intelligence (AI) in education: Using AI tools for teaching and learning process. In Prosiding Seminar Nasional & Call for Paper STIE AAS (pp. 134-147).
29. Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in human behavior, 75, 461-468.
30. George, D., & Mallery, M. (2011). SPSS for windows step by step: A simple study guide and reference, 17.0 update, 10/e. Pearson Education India.
31. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
32. Hashim, S., Omar, M. K., Ab Jalil, H., & Sharef, N. M. (2022). Trends on technologies and artificial intelligence in education for personalized learning: systematic literature. Journal of Academic Research in Progressive Education and Development, 12(1), 884-903.
33. 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
34. Hopcan, S., Türkmen, G., & Polat, E. (2023). Exploring the artificial intelligence anxiety and machine learning attitudes of teacher candidates. Education and Information Technologies, 1-21.
35. Jin, L. (2011). Constructivism-application in oral English teaching to non-English majors. Global Partners in Education Journal, 13-13.
36. Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., & Papin, K. (2023). Generative AI and teachers’ perspectives on its implementation in education. Journal of Interactive Learning Research, 34(2), 313-338.
37. Karagöz, Y. (2010). Nonparametrik tekniklerin güç ve etkinlikleri. Elektronik Sosyal Bilimler Dergisi, 9(33), 18-40.
38. Kasapoğlu-Akyol, P. (2010). Using educational technology tools to improve language and communication skills of ESL students. Novitas-Royal, 4(2).
39. Katemba, C. V. (2020). Teachers' Perceptions in Implementing Technologies in Language Teaching and Learning. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(2), 123-136.
40. Kim, H.-S., Cha, Y. & Kim, N. Y. (2021). Effects of AI chatbots on EFL students’ communication skills. Korean Journal of English Language and Linguistics, 21, 712– 734.
41. Lindner, A., Romeike, R., Jasute, E., & Pozdniakov, S. (2019). Teachers’ perspectives on artificial intelligence. In 12th International conference on informatics in schools,“Situation, evaluation and perspectives”, ISSEP.
42. Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
43. Luckin, R., Cukurova, M., Kent, C., & du Boulay, B. (2022). Empowering educators to be AI-ready. Computers and Education: Artificial Intelligence, 3, 100076.
44. Mahdi, H. S., & Al-Dera, A. S. A. (2013). The Impact of Teachers' Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching. English Language Teaching, 6(6), 57-67.
45. Martin, F., Zhuang, M., & Schaefer, D. (2023). Systematic review of research on artificial intelligence in K-12 education (2017–2022). Computers and Education: Artificial Intelligence, 100195. https://doi.org/10.1016/j.caeai.2023.100195
46. Merzifonluoğlu, A., & Tulgar, A. T. (2023). The Effect of Technology-Supported Language Learning on Communication Competencies. Erzincan Üniversitesi Eğitim Fakültesi Dergisi.
47. Nazaretsky, T., Cukurova, M., & Alexandron, G. (2022). An instrument for measuring teachers’ trust in AI-based educational technology. In LAK22: 12th international learning analytics and knowledge conference (pp. 56-66).
48. Nyaaba, M., Kyeremeh, P., Majialuwe, E. K., Owusu-Fordjour, C., Asebiga, E., & Barnabas, A. (2024). Generative AI in Academic Research: A Descriptive Study on Awareness, Gender Usage, and Views among Pre-Service Teachers. Journal of AI, 8(1), 45-60
49. Oral, B., & Çoban, A. (2020). Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri. Pegem Akademi.
50. Parvin, R. H., & Salam, S. F. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. FIRE: Forum for International Research in Education, 2(1), 47 - 59.
51. Rahman, N. A. A., Zulkornain, L. H., & Hamzah, N. H. (2022). Exploring Artificial Intelligence using Automated Writing Evaluation for Writing Skills. Environment- Behaviour Proceedings Journal, 7(SI9), 547-553.
52. Rivera Barreto, A. M. (2018). Motivating English Language Use by Using the Benefits of Technology. Gist Education and Learning Research Journal, 16, 117-140.
53. Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Artificial Intelligence in EFL Classrooms: Friend or Foe?. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232-256.
54. Syahnaz, M., & Fithriani, R. (2023). Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions. Scope: Journal of English Language Teaching, 7(2), 210-218.
55. Uddin, M. S., Islam, M. N., Nirjon, M. I. H., Hilaly, M. R., Mazed, M. F. H., & Hasan, M. M. (2024). University EFL Teachers’ Perceptions About the Effectiveness of AI-Enhanced E-Assessments in Bangladesh: A Phenomenological Study. Bulletin of Advanced English Studies, 9(2), 71-82.
56. Ural, A. ve Kılıç, İ. (2006). Bilimsel araştırma süreci ve SPSS ile veri analizi. Ankara: Detay Yayıncılık.
57. Uygun, D. (2024). Teachers' perspectives on artificial intelligence in education. Advances in Mobile Learning Educational Research, 4(1), 931-939.
58. van der Vorst, T., & Jelicic, N. (2019). Artificial Intelligence in Education: Can AI bring the full potential of personalized learning to education?., 30th European Conference of the International Telecommunications Society (ITS): Towards a connected and automated society, Helsinki, Finland.
59. Wang, L. (2005). The Advantages of Using Technology in Second Language Education: Technology Integration in Foreign Language Teaching Demonstrates the Shift from a Behavioral to a Constructivist Learning Approach. Technological Horizons in Education Journal, 32, 39-42.
60. Wang, P. (2019). On defining artificial intelligence. Journal of Artificial General Intelligence, 10(2), 1-37.
61. Wang, X., Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 146, 107798.
62. Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955.
63. Yolcu, H. (2024). Yapay genel zekâ çağında öğretmen rolünün yeniden tanımlanması: öngörüler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 10(1), 155-167.
64. Zhao, L., Wu, X., & Luo, H. (2022). Developing ai literacy for primary and middle school teachers in China: based on a structural equation modeling analysis. Sustainability, 14(21), 14549.
65. Zulkarnain, N. S., & Yunus, M. M. (2023). Primary teachers’ perspectives on using artificial intelligence technology in English as a second language teaching and learning: a systematic review. International Journal of Academic Research in Progressive Education and Development, 12(2), 861-875.