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

Kaynakça

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