İngilizce Öğretmenlerinin Yapay Zekanın İngilizce Öğretim Müfredatı Ve Türkiye’deki Dil Öğretim Sürecine Uygulanmasına İlişkin Görüşlerinin Araştırılması

Öz

Bu çalışmanın amacı, Türkiye'deki İngilizce müfredatında ve dil öğretim sürecinde yapay zekanın kullanılmasına ilişkin öğretmenlerin görüşlerini araştırmaktır. Araştırma, ortaokul ve liselerde çalışan on altı İngilizce öğretmeniyle yapılan görüşmeler yoluyla yürütülmüştür. Bu amaçla bir durum çalışması modeli uygulanmıştır. Yaklaşık üç hafta süren görüşmelerde toplam 26 soru sorulmuştur. Araştırmacı ve bir uzman verileri analiz etmiş ve 76 kod ve 7 tema ortaya çıkmıştır. Araştırma, yapay zekanın İngilizce öğretimini ve öğrencilerin öğrenme süreçlerini geliştirmedeki etkisini, özellikle anında geri bildirim sağlama, öğrenmeyi kişiselleştirme ve tüm dil becerilerini destekleme konusundaki etkinliğini vurgulamıştır. Yapay zekanın, öğretim ve öğrenme verimliliğini artırarak ve öğrencileri yapay zekayı kullanmaya ve öğretmenlerle işbirlikli değerlendirme süreçlerine dahil ederek İngilizce öğretiminde önemli bir potansiyele sahip olduğu belirtilmiştir. Öte yandan, yapay zekanın öğretmen iş yükünü hafifletme ve öğrenci merkezli, etkileşimli öğrenme ortamlarını teşvik etme konusunda avantajlı olduğu düşünülürken, teknolojik sınırlamalar, yetersiz altyapı, yetersiz öğretmen eğitimi, veri gizliliği ve yapay zekaya aşırı bağımlılık gibi etik konularla ilgili endişeler dile getirilmiştir. Sonuç olarak, yapay zekanın insan etkileşiminin yerini almaktan ziyade destekleyici ve dengeli bir araç olarak hizmet etmesi gerektiği vurgulanmıştır. Çalışmanın sonucunda, öğretmenlerin görüşlerine dayalı olarak yapay zekanın İngilizce dil öğretimine entegre edilmesi için bir model önerilmiştir.

Anahtar Kelimeler

• yapay zeka
• İngiliz Dili Eğitimi
• öğretmen görüşleri
• yapay zekanın eğitime entegrasyonu

Exploring English Language Teachers’ Views Related to The Implementation Of AI Into The ELT Curriculum And Language Teaching Process in Türkiye

Öz

This study aimed to investigate teachers' opinions on employing AI in Turkey's English curriculum and language teaching process. The research was conducted through interviews with sixteen English teachers working in secondary and high schools. A case study model was applied for this purpose. A total of 26 questions were asked during the interviews, which lasted approximately three weeks. The researcher and an expert analysed the data, resulting in 76 codes and 7 themes. The research highlighted the effect of AI on enhancing English teaching and students' learning processes, particularly its effectiveness in providing instant feedback, personalising learning, and supporting all language skills. It was noted that AI holds considerable potential in English teaching by improving teaching and learning efficiency and involving students in utilising AI and collaborative evaluation processes with teachers. Conversely, while AI was regarded as advantageous in alleviating teacher workload and fostering student-centred, interactive learning environments, concerns were raised regarding ethical issues such as technological limitations, inadequate infrastructure, insufficient teacher training, data privacy, and excessive reliance on AI. Consequently, it was emphasised that AI should serve as a supportive and balanced tool rather than a replacement for human interaction. As a result of the study, a model for integrating AI into English language teaching based on teachers' opinions was proposed.

Anahtar Kelimeler

• Artificial intelligence
• English language teaching
• teacher opinions
• artificial intelligence integration into education

Kaynakça

1. AbuSahyon, A. S. E., Alzyoud, A., Alshorman, O., & Al-Absi, B. (2023). AI-driven technology and chatbots as tools for enhancing English language learning in the context of second language acquisition: A review study. International Journal of Membrane Science and Technology, 10(1), 1209–1223. https://doi.org/10.15379/ijmst.v10i1.2829
2. Ahmed, I., Ghafoor, A., Liliuara, D., & Akyuningrum, V. Q. (2025). The impact of AI learning tools on ESL learners’ motivation and success: A systematic literature review. English Learning Innovation, 6(1), 134–142. https://doi.org/10.22219/englie.v6i1.38961
3. Aijun, Y. (2024). On the influence of artificial intelligence on foreign language learning and suggested learning strategies. International Journal of Education and Humanities (IJEH), 4(2), 107–120. http://i-jeh.com/index.php/ijeh/index
4. Aktaş, B. Ç., & Can, Y. (2019). The effect of “Whatsapp” usage on the attitudes of students toward English self-efficacy and English courses in foreign language education outside the school. International Electronic Journal of Elementary Education, 11(3), 247–256. https://doi.org/10.26822/iejee.2019349249
5. Ali, J., Shamsan, M., Guduru, R., Journal, N. Y.-A. W. E., & 2019, undefined. (2019). Attitudes of Saudi EFL Learners towards Speaking Skills. ERIC, 10(2), 253–364. https://doi.org/10.24093/awej/vol10no2.27
6. Alsager, H. N. (2024). To look from another window in education: Artificial intelligence assisted language learning and its reflections on academic demotivation, foreign language learning anxiety and autonomy. Computer Assisted Language Learning Electronic Journal, 25(4), 124–147. https://orcid.org/0000
7. Amin, M. Y. M. (2023). AI and Chat GPT in language teaching: Enhancing EFL classroom support and transforming assessment techniques. International Journal of Higher Education Pedagogies, 4(4), 1–15. https://doi.org/10.33422/ijhep.v4i4.554
8. Aryanti, R. D., & Santosa, M. H. (2024). A systematic review on artificial intelligence applications for enhancing EFL students’ pronunciation skill. The Art of Teaching English as a Foreign Language (TATEFL), 5(1), 102–113. https://doi.org/10.36663/TATEFL.V5I1.718

9. Baskara, FX. R. (2023). AI-driven dynamics: ChatGPT transforming ELT teacher-student interactions. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 13(2), 261. https://doi.org/10.26714/lensa.13.2.2023.261-275
10. Bekou, A. (2024). Exploring opportunities and challenges of using ChatGPT in English language teaching (ELT) in Morocco. Focus on ELT Journal, 87–106. https://doi.org/10.14744/felt.6.1.7
11. Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Using chatbots as AI conversational partners in language learning. Applied Sciences (Switzerland), 12(17). https://doi.org/10.3390/app12178427
12. Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021). On the dangers of stochastic parrots: Can language models be too big? FAccT 2021, 610–623. https://doi.org/10.1145/3442188.3445922
13. Benzizoune, O. (2024). Enhancing classroom management and student engagement: The role of ClassDojo and Gamification in education. JELTAL. https://doi.org/10.32996/jeltal
14. Bohara, D. K. (2024). A paradigm shift in ELT with artificial intelligence: A review on the current state in Nepal. Journal of NELTA Gandaki, 7(1–2), 111–122. https://doi.org/10.3126/jong.v7i1-2.70232
15. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
16. Borg, S. (2006). Teacher cognition and language education: Research on what language teachers think, know, believe, and do. Continuum.
17. Burkhard, M. (2022). Student perceptions of ai-powered writing tools: towards individualized teaching strategies. 19th International Conference on Cognition and Exploratory Learning in Digital Age. https://www.grammarly.com/plagiarism-checker
18. Can, Y. (2023a). İngilizce yazma becerileri için öğretmen destekli yapay zekâ kullanımı, “Write and Improve.” XI. Uluslararası Eğitim Programları ve Öğretim Kongresi, 100–103.
19. Can, Y. (2023b). Ters yüz öğrenme modeline dayalı İngilizce öğretiminin öğrencilerin İngilizce özyeterlik inançlarına, başarı duygularına, öğrenme sorumluluklarına, akademik başarılarına ve öğretmen-öğrenci etkileşimine etkisinin değerlendirilmesi. Yayımlanmamış Doktora Tezi, Anadolu Üniversitesi: Eskişehir.
20. Can, Y., & Bardakci, S. (2022). Teachers’ opinions on (urgent) distance education activities during the pandemic period. Advances in Mobile Learning Educational Research, 2(2), 351–374. https://doi.org/10.25082/amler.2022.02.005
21. Can, Y., & Güven, M. (2025). Development of the teacher-student interaction scale. Batı Anadolu Eğitim Bilimleri Dergisi, 16(1), 1243–1274. https://doi.org/10.51460/baebd.1585671
22. Chaudron, C. (2012). Teacher and student interaction in second language classrooms. In Second Language Classrooms. https://doi.org/10.1017/cbo9781139524469.007
23. Chiu, T. K. F., 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, 32(7), 3240–3256. https://doi.org/10.1080/10494820.2023.2172044
24. Chiu, T. K. F., et al. (2023). Artificial intelligence in language education: A systematic review. Education and Information Technologies.
25. Chung, J. Y., & Jeong, S. H. (2024). Exploring the perceptions of Chinese pre-service teachers on the integration of generative AI in English language teaching: Benefits, challenges, and educational implications. Online Journal of Communication and Media Technologies, 14(4). https://doi.org/10.30935/ojcmt/15266
26. Creswell, J. W. (2009). Research Design: Qualitive, Quantative, and Mixed Methods Approaches (Third Edit). Sage Publications. https://doi.org/10.1163/22118993-90000268
27. Dakakni, D., & Safa, N. (2023). Artificial intelligence in the L2 classroom: Implications and challenges on ethics and equity in higher education: A 21st century Pandora’s box. Computers and Education: Artificial Intelligence, 5. https://doi.org/10.1016/J.CAEAI.2023.100179
28. Dikli, S., & Bleyle, S. (2014). Automated Essay Scoring feedback for second language writers: How does it compare to instructor feedback? Assessing Writing, 22, 1–17. https://doi.org/10.1016/J.ASW.2014.03.006
29. Dodigovic, M. (2005). Artificial intelligence in second language learning. Multilingual Matters LTD.
30. Echeverria, V., Yang, K., Lawrence, L., Rummel, N., & Aleven, V. (2023). Designing hybrid human-AI orchestration tools for individual and collaborative activities: A technology probe study. Journal of Transactıons on Learning Technologıes, 191–205. https://doi.org/10.1109/TLT.2023.3248155
31. Elsayed, A. M., Kholikov, A., Abdullayeva, I., Al-Farouni, M., & Wodajo, M. R. (2024). Teacher support in AI-assisted exams: An experimental study to inspect the effects on demotivation, anxiety management in exams, L2 learning experience, and academic success. Language Testing in Asia, 14(1). https://doi.org/10.1186/s40468-024-00328-7
32. Fakhrurriana, R., & Herdina, G. F. (2024). Assessment test of receptive skills: Listening and reading comprehension of recount text using AI platform (Atomic Learning). Proceeding International Conference on Religion, Science and Education, 3, 187–192.
33. 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 & Literature, 8.
34. Fitria, T. N. (2021). The use technology based on artificial intelligence in English teaching and learning. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 6(2). https://doi.org/10.24235/eltecho.v6i2.9299
35. Fryer, L., Nakao, K., Behavior, A. T.-C. in human, & 2019, undefined. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93(2019). https://doi.org/10.1016/j.chb.2018.12.023
36. Fu, Y., Peng, H., Khot, T., & Lapata, M. (2023). Improving language model negotiation with self-play and in-context learning from AI feedback. 1–12. http://arxiv.org/abs/2305.10142
37. Godwin-Jones, R. (2019). Emerging technologies: AI and language learning . Language Learning & Technology, 23(2).
38. Gürbüz, S., & Şahin, F. (2017). Sosyal Bilimlerde Araştırma Yöntemleri (4. Baskı). Seçkin Yayıncılık.
39. Haristiani, N. (2019). Artificial Intelligence (AI) Chatbot as Language Learning Medium: An inquiry. Journal of Physics: Conference Series, 1387(1). https://doi.org/10.1088/1742-6596/1387/1/012020
40. Heffernan, N. T., & Heffernan, C. L. (2014). The ASSISTments ecosystem: Building a platform that brings scientists and teachers together for minimally invasive research on human learning and teaching. International Journal of Artificial Intelligence in Education, 24, 470–497. https://doi.org/10.1007/S40593-014-0024-X
41. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education. Promise and implications for teaching and learning. Center for Curriculum Redesign.
42. Holmes, W., et al. (2022). Artificial intelligence in education: Promise and implications for teaching and learning. UNESCO.
43. Huang, H. W., Li, Z., & Taylor, L. (2020). The effectiveness of using grammarly to improve students’ writing skills. ACM International Conference Proceeding Series, 122–127. https://doi.org/10.1145/3402569.3402594
44. Hwang, G.-J., & Tu, Y.-F. (2021). Roles and research trends of artificial intelligence in mathematics education: A bibliometric mapping analysis and systematic review. Mathematics, 9(584). https://doi.org/10.3390/math9060584
45. Hwang, G.-J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1. https://doi.org/10.1016/j.caeai.2020.100001
46. Ji, H., Han, I., & Ko, Y. (2023). A systematic review of conversational AI in language education: focusing on the collaboration with human teachers. Journal of Research on Technology in Education, 55(1), 48–63. https://doi.org/10.1080/15391523.2022.2142873
47. Jia, F., Sun, D., Ma, Q., & Looi, C. K. (2022). Developing an AI-Based learning system for L2 learners’ authentic and ubiquitous learning in English language. Sustainability (Switzerland), 14(23). https://doi.org/10.3390/su142315527
48. Jiang, L., & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329–1353. https://doi.org/10.1080/09588221.2020.1799824
49. Jones, R. G. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5–24. http://doi.org/10125/73474
50. Karki, B., & Karki, T. M. (2025). Integrating AI in English Language Teaching: Challenges and opportunities. Dristikon: A Multidisciplinary Journal, 15(1), 13–28. https://doi.org/10.3126/dristikon.v15i1.77118
51. Kessler, G. (2018). Technology and the future of language teaching. Wiley Online Library, 51(1), 205–218. https://doi.org/10.1111/FLAN.12318
52. Kim, J., Yu, S., Detrick, R., Technologies, N. L.-E. and I., & 2025, undefined. (2025). Exploring students’ perspectives on Generative AI-assisted academic writing. Springer, 30, 1265–1300. https://doi.org/10.1007/s10639-024-12878-7
53. Kizi, M. Y. R., & Ugli, K. T. I. (2024). Integration of artificial intelligence (AI) in ELT. In Intelligence. https://orcid.org/0000-0002-8571-3653
54. Kıncal, R., Şahin, Ç., Köse, E., Yeşil, R., Genç, S. Z., Özerbaş, A., Özkan, H. H., Bahar, H. H., & Özbek, R. (2017). Bilimsel Araştırma Yöntemleri (R. Y. Kıncal, Ed.; 5. Baskı). Nobel Akademi Yayıncılık.
55. Koh, J., Cowling, M., Jha, M., & Nui Sim, K. (2023). The human teacher, the AI teacher and the AIed-teacher relationship. Journal of Higher Education Theory and Practice, 23(17), 199.
56. Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. Relc Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
57. Kostikova, I. I., & Miasoiedova, S. V. (2019). Supporting post-graduate students writing skills development with the online machine learning tool: Write & Improve. In Information Technologies and Learning Tools (Vol. 74, Issue 6, pp. 238–249). https://doi.org/10.33407/itlt.v74i6.2600
58. Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. TESL-EJ, 27(3). https://doi.org/10.55593/ej.27107int
59. Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford University Press.
60. Liao, H., Xiao, H., & Hu, B. (2023). Primary teachers’ perspectives on using artificial intelligence technology in English as a second language teaching and learning: a systematic review. International Journal of New Developments in Education, 5(20), 39–46. https://doi.org/10.25236/IJNDE.2023.052008
61. Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209–233. https://doi.org/10.1111/flan.12454
62. Luckin, R. (2018). Machine learning and human intelligence. The future of education for the 21st century. UCL IOE Press.
63. Luckin, R., George, K., & Cukurova, M. (2022). AI for school teachers. In CRC Press. CRC Press.
64. Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., & Daradoumis, A. (2022). Educational AI Chatbots for content and language integrated learning. Applied Sciences (Switzerland), 12(7). https://doi.org/10.3390/app12073239
65. Mananay, J. A. (2024). Integrating artificial intelligence (AI) in language teaching: effectiveness, challenges, and strategies. International Journal of Learning, Teaching and Educational Research, 23(9), 361–382. https://doi.org/10.26803/ijlter.23.9.19
66. Marrone, R., Cropley, D., & Medeiros, K. (2024). How does narrow AI impact human creativity? https://doi.org/10.1080/10400419.2024.2378264
67. Nasution, maulana Oscard, & Arianto, A. (2024). Exploring the role of AI Chatbot in English language teaching and learning. Print) Journal of English Language and Education, 9, 2024. https://doi.org/10.31004/jele.v9i5.513
68. Ng, D. T. K., Leung, J. K. L., Su, J., Ng, R. C. W., & Chu, S. K. W. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development, 71(1), 137–161. https://doi.org/10.1007/s11423-023-10203-6
69. Nghi, T. T., Phuc, T. H., & Thang, N. T. (2019). Applying ai chatbot for teaching a foreign language: An empirical research. International Journal of Scientific and Technology Research, 8(12), 897–902.
70. Nguyen, P. H., & Dieu, N. B. (2024a). An investigation into third-year Elt students’ perceptions of using Chatgpt as an Ai writing-assistant tool: a case study in Vietnam. International Journal of Arts Humanities, 9(5). https://www.ijahss.com/Paper/09052024/1179451928.pdf
71. Nguyen, P. H., & Dieu, N. B. (2024b). An investigation into third-year ELT students’ perceptions of using Chatgpt as an AI writing- assistant tool: A case study in Vietnam. International Journal of Arts Humanities and Social Sciences Studies, 9(5).
72. Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135–153. https://doi.org/10.2478/jolace-2019-0025
73. Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-017-0062-8
74. Pound, L. D., & Bailey, G. D. (1975). Immediate feedback less effective than delayed feedback for contextual learning? In Reading Improvement.
75. Putri, A. E., Wahyuni Dinata, W., & Cantika Basri, D. (2024). The influence of addcition to using artificial intelligence (AI) in generation Z in guidance and counselling. Bukittinggi International Counselling Conference. https://doi.org/10.30983/bicc
76. Putri Dewi Saraswati, G., Noor Farida, A., & Yuliati, Y. (2023). Implementing AI Replika in higher education speaking classes: Benefits and challenges. Journal of English Language Teaching, 6(1). https://doi.org/10.15294/elt.v12i3.76525
77. Rad, H. S., Alipour, R., & Jafarpour, A. (2024). Using artificial intelligence to foster students’ writing feedback literacy, engagement, and outcome: a case of Wordtune application. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2208170
78. Ranalli, J. (2021). L2 student engagement with automated feedback on writing: Potential for learning and issues of trust. Journal of Second Language, 52. https://doi.org/10.1016/j.jslw.2021.100816
79. Renandya, W. A., & Floris, F. D. (2024). The changing landscape of ELT: Past lessons, future visions. PASAA Journal, 69, 40–61.
80. Ruan, S., Jiang, L., Xu, Q., Liu, Z., Davis, G. M., Brunskill, E., & Landay, J. A. (2021). EnglishBot: An AI-powered conversational system for second language learning. International Conference on Intelligent User Interfaces, Proceedings IUI, 434–444. https://doi.org/10.1145/3397481.3450648
81. Rukiati, E., Arief Wicaksono, J., Taufan, G. T., Suharsono, D. D., & Jember, P. N. (2023). AI on learning English: Application, benefit, and threat. JLCT, 1(2). https://publikasi.polije.ac.id/jlct/article/view/3967
82. Sapty Rahayu, F., Edi Nugroho, L., Ferdiana, R., & Budiyanto Setyohadi, D. (2020). Research trend on the use of IT in digital addiction: An investigation using a systematic literature Review. Future Internet, 174(12). https://doi.org/10.3390/fi12100174
83. Selwyn, N. (2019). Should robots replace teachers?: AI and the future of education. John Wiley & Sons.
84. Shadiev, R., & Yang, M. (2020). Review of Studies on Technology-Enhanced Language Learning and Teaching. Sustainability 2020, Vol. 12, Page 524, 12(2), 524. https://doi.org/10.3390/SU12020524
85. Simamora, B., & Tenrisanna, R. (2023). The role of artificial intelligence (AI) in English as a second language: a didactic proposal using ai text-to-image generators to enhance speaking skills. International Journal of Current Science Research and Review. https://doi.org/10.47191/ijcsrr/V6-i8-64,
86. Sol, K., Heng, K., & Sok, S. (2024). Using AI in English language education: An exploration of Cambodian EFL University sudents’ experiences, perceptions, and attitudes. SSRN Electronic Journal, 1(1), 1–36. https://doi.org/10.2139/ssrn.4687461
87. Somasundaram, M., Mohamed Junaid, K. A., & Mangadu, S. (2020). Artificial intelligence (AI) enabled intelligent quality management system (IQMS) for personalized learning path. Procedia Computer Science, 172, 438–442. https://doi.org/10.1016/j.procs.2020.05.096
88. Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14(December), 1–14. https://doi.org/10.3389/fpsyg.2023.1260843
89. Taskiran, A., & Goksel, N. (2022). Automated feedback and teacher feedback: Writing achievement in learning English as a foreign language at a distance. Turkish Online Journal of Distance Education, 23(April), 120–139. https://doi.org/10.17718/tojde.1096260
90. Timpe-Laughlin, V., … T. S.-C. A., & 2022, undefined. (2022). Using spoken dialogue technology for L2 speaking practice: What do teachers think? Taylor & Francis, 35(5–6), 1194–1217. https://doi.org/10.1080/09588221.2020.1774904
91. Tiwari, H. P. (2024). Artificial Intelligence in the classroom: Revolutionizing English language teaching. Journal of English Teaching and Linguistics Studies (JET Li), 6(1), 42–59. https://doi.org/10.55215/jetli.v6i1.9757
92. Tulasi, L., Teaching, C. R. P. of E. L., & 2023, undefined. (2024). Integration of AI-technologies into ELT: A brief study. Jrspelt.Com, 5(20), 39–46. https://doi.org/10.25236/IJNDE.2023.052008
93. Wali, F., & Huijser, H. (2018). Write to improve: Exploring the impact of an automated feedback tool on Bahraini learners of English. Learning and Teaching in Higher Education: Gulf Perspectives, 15(1). https://doi.org/10.18538/LTHE.V15.N1.293
94. Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the potential impact of Artificial Intelligence (AI) on international students in higher education: Generative AI, Chatbots, analytics, and international student success. Applied Sciences (Switzerland), 13(11). https://doi.org/10.3390/app13116716
95. Wang, X., Liu, Q., Pang, H., Tan, S. C., Lei, J., Wallace, M. P., & Li, L. (2023). What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis. Computers and Education, 194(July 2022), 104703. https://doi.org/10.1016/j.compedu.2022.104703
96. Warschauer, M., Journal, D. G.-P. A. I., & 2008, undefined. (2008). Automated writing assessment in the classroom. Taylor & FrancisM Warschauer, D GrimesPedagogies: An International Journal, 2008•Taylor & Francis, 3(1), 22–36. https://doi.org/10.1080/15544800701771580
97. Waziana, W., Andewi, W., … T. H.-R., & 2024, undefined. (2024). Students’ perceptions about the impact of AI chatbots on their vocabulary and grammar in EFL writing. Ejournal.Uinsalatiga.Ac.Id, 17(02), 352–382. https://doi.org/10.18326/rgt.v17i2.352-382
98. William, F. K. A., & Misheal, M. R. (2024). Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills. Journal of Applied Learning and Teaching, 7(1). https://doi.org/10.37074/jalt.2024.7.1.12
99. Woo, J. H., & Choi, H. (2021). Systematic review for AI-based language learning tools. Journal of Digital Contents Society, 22(11), 1783–1792. https://doi.org/10.9728/dcs.2021.22.11.1783
100. Woolf, B. (2010). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning (Morgan Kaufmann).
101. Wu, W. C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Educational Technology and Society, 14(3), 118–129.
102. Xu, Y., Wang, D., Collins, P., Lee, H., Education, M. W.-C. &, & 2021, undefined. (2020). Same benefits, different communication patterns: Comparing Children’s reading with a conversational agent vs. a human partner. ElsevierY Xu, D Wang, P Collins, H Lee, M WarschauerComputers & Education, 2021•Elsevier. https://doi.org/10.1016/j.compedu.2020.104059
103. Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Ni̇tel Araştirma Yöntemleri (9. Baskı). Seçkin Yayıncılık.
104. Zaman, S., Sabboor Hussain, M., & Tabassam, M. (2024). Use of artificial intelligence in education: English language teachers’ identity negotiation in higher education. Journal of Asian Development Studies, 13(3), 861–869. https://doi.org/10.62345/jads.2024.13.3.70
105. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? Springer, 16(1). https://doi.org/10.1186/S41239-019-0171-0
106. Zhou, C., & Hou, F. (2025). How do EFL teachers utilize AI tools in their language teaching? Theory and Practice in Language Studies, 15(2), 403. https://doi.org/10.17507/TPLS.1502.10
107. Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting speaking practice by social network-based Interaction in artificial intelligence (AI)-assisted language learning. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15042872