Integrating AI Literacy into Initial Teacher Education for English Language Teaching

Abstract

The paper takes the argument that AI has significant potential in teacher education, especially English Language Teaching (ELT) but teachers’ preparedness, classroom practices, and institutional support may all be factors that hinder or facilitate the adoption of AI. What the study did was it used TPACK and TELL frameworks to analyze how teacher education might incorporate AI. The study’s context was AI in teacher education. One hundred English language teacher educators out of five universities were the participants of the purposive sampling method. All of them were familiar with or interested in AI, supported teaching. The data were collected via a structured questionnaire on the interviewees readiness, pedagogical influence, and adoption barriers. Data were also gathered through open-ended questions in order to gain additional qualitative data. The study showed that the teachers who were able to incorporate AI in their teaching were very satisfied due to the feedback that the students got from the AI, as well as the increase in enthusiasm among the students. Most importantly, AI was still just another teaching tool used alongside others, not the one effecting a complete transformation in the teaching, learning process. Lack of enough institutional support, lack of infrastructures, poor teacher training, and ethical issues in terms of problems such as privacy, data, and algorithmic bias, were some of the issues identified as barriers to AI adoption.

Keywords

• Artificial Intelligence
• English Language Teacher Education
• TPACK Theory
• Technology-enhanced Language Learning (TELL)

İngilizce Dil Öğretimi İçin Öğretmen Yetiştirme Programlarına Yapay Zeka Okuryazarlığının Entegrasyonu

Abstract

Makale, yapay zekanın öğretmen eğitiminde, özellikle İngilizce Dil Öğretiminde (ELT) önemli bir potansiyele sahip olduğu, ancak öğretmenlerin hazırlığı, sınıf uygulamaları ve kurumsal desteğin yapay zekanın benimsenmesini engelleyen veya kolaylaştıran faktörler olabileceği argümanını savunmaktadır. Çalışma, TPACK ve TELL çerçevelerini kullanarak öğretmen eğitiminin yapay zekayı nasıl dahil edebileceğini analiz etmiştir. Çalışmanın konusu, öğretmen eğitiminde yapay zeka idi. Beş üniversiteden yüz İngilizce öğretmeni, amaçlı örnekleme yöntemiyle çalışmaya katıldı. Katılımcıların tümü yapay zeka ile aşina veya ilgileniyordu ve öğretimi destekliyordu. Veriler, katılımcıların hazırlık durumu, pedagojik etkisi ve benimseme engelleri hakkında yapılandırılmış bir anket aracılığıyla toplandı. Ek nitel veriler elde etmek için açık uçlu sorular da kullanılarak veri toplanmıştır. Çalışma, AI'yı öğretimlerine dahil edebilen öğretmenlerin, öğrencilerin AI'dan aldıkları geri bildirimler ve öğrencilerin artan hevesleri nedeniyle çok memnun olduklarını göstermiştir. En önemlisi, AI hala diğerleriyle birlikte kullanılan bir başka öğretim aracıydı, öğretim ve öğrenim sürecinde tam bir dönüşüm yaratan bir araç değildi. Yeterli kurumsal desteğin olmaması, altyapı eksikliği, öğretmenlerin yetersiz eğitimi ve gizlilik, veri ve algoritmik önyargı gibi sorunlarla ilgili etik konular, AI'nın benimsenmesinin önündeki engeller olarak belirlenen sorunlardan bazılarıydı.

Keywords

• Yapay Zeka
• İngilizce Öğretmenliği Eğitimi
• TPACK Teorisi
• Teknoloji Destekli Dil Öğrenimi (TELL)

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