Integrating AI-Supported Tools InIntegrating AI-Supported Tools In Language Teacher Education

Abstract

The current study aimed explore the professional development of English language teaching candidates, supported by AI-based tools, to facilitate innovation in the domain of language instruction. This mixed-methods study focused primarily on exploring how such tools would uplift the digital competence of 22 pre-service teachers so that they were able to address present and future learning aspirations through engaging, productive, and innovative language teaching. The results obtained from the study indicated significant improvements in the level of digital competence of the participants, particularly in embedding AI tools into language teaching. Qualitatively, the findings highlighted that even though the embedding in the very beginning was quite troublesome due to unfamiliarity with AI, the particiapnts slowly became confident and creative in the usage of those tools. In addition, the study underlined how AI had great potential for language learning, along with facilitating a more learner-oriented approach to allow the instructor to perform teaching in accordance with the specific requirements of each separate learner. The results underscore that integration of AI-facilitated resources must be pursued within teacher training programs to equip the educators of tomorrow with challenges within the education space that are in the offing.

Keywords

• AI-supported tools
• Artificial intelligence
• Digital competence
• Language instruction
• Teacher education

Yapay Zeka Destekli Araçların Dil Öğretmeni Eğitimine Entegre Edilmesi

Abstract

Mevcut çalışma, dil öğretimi alanında yeniliği kolaylaştırmak için yapay zekâ tabanlı araçlarla desteklenen İngilizce öğretmen adaylarının mesleki gelişimini araştırmaktadır. Bu karma yöntemli araştırma, öncelikle bu tür araçların, 22 hizmet öncesi öğretmenin dijital yeterliliklerini nasıl artıracağını ve böylece ilgi çekici, üretken ve yenilikçi dil öğretimi yoluyla mevcut ve gelecekteki öğrenme isteklerini nasıl karşılayabileceğini araştırmaya odaklanmaktadır. Çalışmadan elde edilen sonuçlar, özellikle yapay zekâ araçlarının dil öğretimine yerleştirilmesinde, incelenen katılımcıların dijital yeterlilik düzeylerinde önemli bir iyileşme olduğunu göstermektedir. Niteliksel olarak, yerleştirmenin başlangıçta yapay zekaya aşinalık olmaması nedeniyle oldukça zahmetli olmasına rağmen, adayların bu araçları kullanmada yavaş yavaş kendilerine güvendikleri ve yaratıcı oldukları sonucuna varılabilir. Ek olarak, çalışma, yapay zekanın dil öğrenimi için büyük bir potansiyele sahip olduğunu ve eğitmenin her bir öğrencinin özel gereksinimlerine uygun şekilde öğretim yapmasına olanak tanıyan daha öğrenci odaklı bir yaklaşımı kolaylaştırdığını vurgulamaktadır. Sonuçlar, geleceğin eğitimcilerini, eğitim alanında gelecekte karşılaşılacak zorluklarla baş edebilecek şekilde donatmak için, yapay zekâ destekli kaynakların öğretmen yetiştirme programlarına entegre edilmesi gerektiğini vurguluyor.

Keywords

• AI destekli araçlar
• Yapay zeka
• Dijital yeterlilik
• Dil eğitimi
• Öğretmen eğitimi

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