A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies

Elif Kadriye Özkan; Nihan Erdemir; Derya Coşkun

doi:10.47479/ihead.1535035

EN TR

A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies

Abstract

Integrating Artificial Intelligence (AI) into education, especially in teaching English as a Foreign Language (EFL), has increased interest and curiosity among EFL teachers. This systematic review examines the perspectives of both pre-service and in service EFL teachers regarding the use of AI in their teaching practices. The review focuses on studies published between 2021 and 2024. The Scopus database was reviewed, and 29 articles were analyzed. The study adopted a systematic review, and content analysis was utilized for data analysis. The findings revealed that the most commonly used research method in the reviewed literature was qualitative. EFL teachers generally regard AI tools as helpful in aiding language teaching, increasing student engagement, promoting personalized learning, and improving overall teaching efficiency. Moreover, AI is viewed as reducing the teacher workload by contributing to lesson planning, materials development, and providing feedback to students. However, the findings also show that EFL teachers are concerned about using AI tools in language classrooms. These include the potential for AI tools to promote cheating and plagiarism and the lack of adequate training for both students and teachers in utilizing AI effectively. Furthermore, the possibility of students' over-reliance on AI, potentially hindering their critical thinking and creativity, and ethical and privacy issues related to the handling of data by AI tools are also frequently cited concerns.

Keywords

İngilizce Öğretmenlerinin Yapay Zekaya Bakış Açılarına Yönelik Sistematik Derleme

Abstract

Yapay Zekanın (YZ) eğitime, özellikle de Yabancı Dil Olarak İngilizce (YDİ) öğretimine entegre edilmesi, YDİ öğretmenleri arasındaki ilgi ve merakı artırmıştır. Bu sistematik derleme hem hizmet öncesi hem de hizmet içi İngilizce öğretmenlerinin öğretim uygulamalarında YZ kullanımına ilişkin bakış açılarını incelemektedir. Derleme, 2020 ile 2024 yılları arasında yayınlanmış çalışmalara odaklanmaktadır. Scopus veri tabanı incelenmiş ve toplam 29 makale analiz edilmiştir. Çalışmada sistematik bir inceleme benimsenmiş ve veri analizi olarak içerik analizi kullanılmıştır. Bulgular, incelenen literatürde yaygın olarak kullanılan araştırma yönteminin nitel olduğunu ortaya koymaktadır. YDİ öğretmenleri genellikle YZ araçlarını dil öğretimine yardımcı olmak, öğrenci katılımını artırmak, kişiselleştirilmiş öğrenmeyi teşvik etmek ve genel öğretim verimliliğini artırmak için yararlı olarak görmektedir. Ayrıca, YZ, ders planlamasına, materyal geliştirmeye ve öğrencilere geri bildirim sağlamaya katkıda bulunarak öğretmenlerin iş yükünü azaltmanın bir yolu olarak görülmektedir. Bununla birlikte, bulgular, YDİ öğretmenlerinin dil sınıflarında YZ araçlarını kullanma konusunda endişeli olduklarını da göstermektedir. Bunlar, YZ araçlarının hile ve intihali teşvik etme potansiyelini ve hem öğrenciler hem de öğretmenler için YZ'yi etkili bir şekilde kullanma konusunda yeterli eğitim eksikliğini içermektedir. Ayrıca, öğrencilerin yapay zekaya aşırı güvenme olasılığı, potansiyel olarak eleştirel düşünme ve yaratıcılıklarını engelleme ve verilerin yapay zekâ araçları tarafından işlenmesiyle ilgili etik ve gizlilik sorunları da sıklıkla dile getirilen endişelerdir.

Keywords

References

Adipat, S. (2023). An artificial intelligence-enhanced phenomenon-based learning approach for interdisciplinary understanding and speaking skills. International Journal of Instruction, 16(3), 531-550. https://doi.org/10.29333/iji.2023.16329a
AbdAlgane, M., & Othman, K. A. J. (2023). Utilizing artificial intelligence technologies in Saudi EFL tertiary level classrooms. Journal of Intercultural Communication, 23(1), 92-99. https://doi.org/10.36923/jicc.v23i1.124
Alhalangy, A. G. I., & AbdAlgane, M. (2023). Exploring the impact of AI on the EFL context: A case study of Saudi universities. Journal of Intercultural Communication, 23(2), 41-49. https://doi.org/10.36923/jicc.v23i2.125
Al-Khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education. Artificial Intelligence, 6, 1-12. https://doi.org/10.1016/j.caeai.2024.100218
Alrishan, A. M. H. (2023). Determinants of intention to use ChatGPT for professional development among Omani EFL pre-service teachers. International Journal of Learning, Teaching and Educational Research, 22(12), 187-209. https://doi.org/10.26803/ijlter.22.12.10
Amin, M. Y. M. (2023). AI and ChatGPT 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
An, X., Chai, C. S., Li, Y., Zhou, Y., & Yang, B. (2023). Modeling students’ perceptions of artificial intelligence-assisted language learning. Computer Assisted Language Learning, 1-22. https://doi.org/10.1080/09588221.2023.2246519
An, X., Chai, C.S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2022). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28(5), 5187-5208. https://doi.org/10.1007/s10639-022-11286-z

Arslan, F., & İlı̇n, G. (2018). The effects of teaching practicum on EFL pre-service teachers’ concerns. Journal of Language and Linguistic Studies, 14(2), 265-282. https://dergipark.org.tr/tr/pub/jlls/issue/43364/527979
Bronson, D. E., & Davis, T. S. (2012). Finding and evaluating evidence: Systematic reviews and evidence-based practice. Oxford University Press.
Chiu, T. K. F., 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
Chuah, K. M., & Kabilan, M. K. (2021). Teachers’ views on the use of chatbots to support English language teaching in a mobile environment. International Journal of Emerging Technologies in Learning, 16(20), 223-237 https://doi.org/10.3991/ijet.v16i20.24917
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), 28-47. https://doi.org/10.56297/fsyb3031/mxnb7567
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, 1-10. https://doi.org/10.1016/j.caeai.2023.100179
Dehghani, H., & Mashhadi, A. (2024). Exploring Iranian English as a foreign language teachers’ acceptance of ChatGPT in English language teaching: Extending the technology acceptance model. Education and Information Technologies, 29, 1-22. https://doi.org/10.1007/s10639-024-12660-9
Dong, Y. (2023). Revolutionizing academic English writing through AI-powered pedagogy: Practical exploration of teaching process and assessment. Journal of Higher Education Research, 4(2), 52-57. https://doi.org/10.32629/jher.v4i2.1188
Fassbender, W. J. (2024). “I can almost recognize its voice”: AI and its impact on ethical teacher-centaur labor. English Teaching, 23(1), 104-117. https://doi.org/10.1108/etpc-08-2023-0101
Finfgeld-Connett, D. (2013). Use of content analysis to conduct knowledge-building and theory-generating qualitative systematic reviews. Qualitative Research, 14(3), 341-352. https://doi.org/10.1177/1468794113481790
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.https://doi.org/10.33195/ Fraenkel, J. R., & Wallen, N. (2000). How to design and evaluate research in education (4th ed.). McGraw-Hill.
Ghafouri, M. (2024). ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class. System, 120, 1-12. https://doi.org/10.1016/j.system.2023.103209
Ghafouri, M., Hassaskhah, J., & Mahdavi-Zafarghandi, A. (2024). From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill. Language Teaching Research, 1-23. https://doi.org/10.1177/13621688241239764
Guo, K., & Wang, D. (2023). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435-8463. https://doi.org/10.1007/s10639-023-12146-0
Hazaymeh, W.A., Bouzenoun, A., & Remache, A. (2024). EFL instructors’ perspective on using AI Applications in English as a foreign language teaching and learning. Emerging Science Journal, 8, 73-87. https://doi.org/10.28991/esj-2024-sied1-05
Hieu, H.H., & Thao, L.T. (2024). Exploring the impact of AI in language education: Vietnamese EFL Teachers’ views on using ChatGPT for fairy tale retelling tasks. International Journal of Learning, 23(3), 486-503. https://doi.org/10.26803/ijlter.23.3.24
Ho, P.X.P. (2024). Using ChatGPT in English language learning: A study on IT students’ attitudes, habits, and perceptions. International Journal of TESOL & Education, 4(1), 55-68. https://doi.org/10.54855/ijte.24414
Kartal, G., & Yeşilyurt, Y.E. (2024). A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022. ReCALL, 36(3), 359–375. https://doi.org/10.1017/S0958344024000077
Kartal, G. (2024). The influence of ChatGPT on thinking skills and creativity of EFL student teachers: A narrative inquiry. JET. Journal of Education for Teaching/Journal of Education for Teaching, 50(4), 1-16. https://doi.org/10.1080/02607476.2024.2326502
Kemelbekova, Z., Degtyareva, X., Yessenaman, S., Ismailova, D., & Seidaliyeva, G. (2024). AI in teaching English as a foreign language: Effectiveness and prospects in Kazakh higher education. XLinguae, 17(1), 69-83. https://doi.org/10.18355/xl.2024.17.01.05
Kohnke, L., Moorhouse, B.L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education, Artificial Intelligence, 5, 1-8. https://doi.org/10.1016/j.caeai.2023.100156
Koraishi, O. (2023). Teaching English in the age of AI: Embracing ChatGPT to optimize EFL materials and assessment. Language Education & Technology (LET) Journal), 3(1), 55-72. https://langedutech.com/letjournal/index.php/let/article/download/48/3
Lambert, J., & Stevens, M. (2023). ChatGPT and generative AI technology: A mixed bag of concerns and new opportunities. Computers in the Schools, 1-25. https://doi.org/10.1080/07380569.2023.2256710
Lee, S., Jeon, J., & Choe, H. (2024). Enhancing pre‐service teachers’ global Englishes awareness with technology: A Focus on AI chatbots in 3D metaverse environments. TESOL Quarterly, 1-26. https://doi.org/10.1002/tesq.3300
Jeon, J. (2024). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 37(1-2), 1-26.
Liberati, A., Altman, D.G., Tetzlaff, J., Mulrow, C., Gøtzsche, P.C., Ioannidis, J.P.A., Clarke, M., Devereaux, P.J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLoS Medicine, 6(7), 65-94. https://doi.org/10.1371/journal.pmed.1000100
Marzuki, U.W., Rusdin, D., & Darwin, I.I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 1-17. https://doi.org/10.1080/2331186x.2023.2236469
Octavio, M. M., Argüello, M.V.G., & Pujolà, J.T. (2024). ChatGPT as an AI L2 teaching support: A case study of an EFL teacher. Technology in Language Teaching & Learning, 6(1), 1-25. https://doi.org/10.29140/tltl.v6n1.1142
Metwally, A. A., & Hamad, M.M. (2023). Educators’ perspectives about artificial intelligence integration as a tool for digital language teaching. Onomázein, 62, 2309-2327. http://www.onomazein.com/index.php/onom/article/view/474
Mohamed, A. M. (2023). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195-3217. https://doi.org/10.1007/s10639-023-11917-z
Mohammadkarimi, E. (2023) Teachers’ reflections on academic dishonesty in EFL students’ writings in the era of artificial intelligence. Journal of Applied Learning and Teaching, 6(2), 1-9. https://doi.org/10.37074/jalt.2023.6.2.10
Moorhouse, B. L. (2024). Beginning and first-year language teachers’ readiness for the generative AI age. Computers and Education. Artificial Intelligence, 6, 1-8. https://doi.org/10.1016/j.caeai.2024.100201
Moybeka, A. M. S., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial intelligence and English classroom: The implications of AI toward EFL students’ motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444-2454. https://doi.org/10.33487/edumaspul.v7i2.6669
Needleman, I.G. (2002). A guide to systematic reviews. Journal of Clinical Periodontology, 29, 6-9. https://doi.org/10.1034/j.1600-051x.29.s3.15.x
Nguyen, T. T. H. (2023). EFL teachers’ perspectives toward the use of ChatGPT in writing classes: A case study at Van Lang university. International Journal of Language Instruction, 2(3), 1-47. https://doi.org/10.54855/ijli.23231
Novawan, A., Walker, S. A., & Ikeda, O. (2024). The new face of technology-enhanced language learning (TELL) with artificial intelligence (AI): Teacher perspectives, practices, and challenges. Journal of English in Academic and Professional Communication, 10(1), 1-18. https://doi.org/10.25047/jeapco.v10i1.4565
Oranga, J. (2023). Benefits of artificial intelligence (ChatGPT) in education and learning: Is Chat GPT helpful? International Review of Practical Innovation, Technology and Green Energy (IRPITAGE), 3(3), 46-50. https://doi.org/10.54443/irpitage.v3i3.1250
Rad, H. S., & Roohani, A. (2024). Fostering L2 learners’ pronunciation and motivation via affordances of artificial intelligence. Computers in the Schools, 1-22. https://doi.org/10.1080/07380569.2024.2330427
Simbolon, T. N. (2024). Bridging the gap: Language teacher understanding and responsible AI implementation in schools. A case study of English language educators in Kubu Raya. Journal on Education, 6(3), 16057-16068. https://doi.org/10.31004/joe.v6i3.5488
Söğüt, S. (2024). Generative artificial intelligence in EFL writing: A pedagogical stance of preservice teachers and teacher trainers. Focus on ELT Journal, 6(1), 58-73. https://doi.org/10.14744/felt.6.1.5 Sumakul, D. T. Y., Hamied, F.A., & Sukyadi, D. (2022). Artificial Intelligence in EFL Classrooms: Friend or Foe? Journal: Language Education and Acquisition Research Network, 15(1), 232-256.
Sütçü, S.S., & Sütçü, E. (2023). English teachers' attitudes and opinions towards artificial intelligence. International Journal of Research in Teacher Education, 14(3), 183-193. https://ijrte.inased.org/makale/4071
Torgerson, C. (2003). Systematic reviews. United Kingdom: Bloomsbury Publishing. Tulasi, L., & Rao, C. S. (2023). Integration of AI-technologies into ELT: A brief study. Journal for Research Scholars and Professionals of English Language Teaching, 7(38), 1-7.
Ulla, M. B., Perales, W. F., & Busbus, S.O. (2023). ‘To generate or stop generating response’: Exploring EFL teachers’ perspectives on ChatGPT in English language teaching in Thailand. Learning, 9(2), 168-182. https://doi.org/10.1080/23735082.2023.2257252
Xu, J., & Li, J. (2024). Effects of AI affordances on student engagement in EFL classrooms: A structural equation modelling and latent profile analysis. European Journal of Education, 12808. https://doi.org/10.1111/ejed.12808
Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers Psychology, 14,1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Yeh, H.C. (2024). The synergy of generative AI and inquiry-based learning: transforming the landscape of English teaching and learning. Interactive Learning Environments, 1-15. https://doi.org/10.1080/10494820.2024.2335491
Young, J. C., & Shishido, M. (2023). Investigating OpenAI’s ChatGPT potentials in generating Chatbot's dialogue for English as a foreign language learning. International Journal of Advanced Computer Science and Applications, 14(6), 65-72. http://dx.doi.org/10.14569/IJACSA.2023.0140607
Yudhiantara, R. A., & Sugilar, H. (2023). English pre-service teachers’ ability to use artificial intelligence-based application in reading comprehension. Loquen: English Studies Journal, 16(2), 134-147. https://doi.org/10.32678/loquen.v16i2.9085
Zadorozhnyy, A., & Lai, W. Y. W. (2023). ChatGPT and L2 written communication: A game-changer or just another tool? Languages, 9(1), 1-11. https://doi.org/10.3390/languages9010005
Zekaj, R. (2023). AI language models as educational allies: Enhancing instructional support in higher education. International Journal of Learning, Teaching and Educational Research, 22(8), 120-134. https://doi.org/10.26803/ijlter.22.8.7
Zhang, Y. (2024). A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: Teachers’ and students’ growth. International Journal for Lesson and Learning Studies, 13(1), 28-40. https://doi.org/10.1108/ijlls-07-2023-0085
Zhang, C., Schießl, J., Plößl, L., Hofmann, F., & Gläser-Zikuda, M. (2023). Acceptance of artificial intelligence among pre-service teachers: A multigroup analysis. International Journal of Educational Technology in Higher Education, 20(1), 1-22. https://doi.org/10.1186/s41239-023-00420-7

Details

Primary Language

English

Subjects

Other Fields of Education (Other)

Journal Section

Research Article

Authors

Elif Kadriye Özkan ^*
0009-0003-4045-4461
Türkiye

Nihan Erdemir
0000-0002-8610-3590
Türkiye

Derya Coşkun
0000-0001-6044-6109
Türkiye

Publication Date

December 25, 2024

Submission Date

August 18, 2024

Acceptance Date

December 2, 2024

Published in Issue

Year 2024 Volume: 9 Number: 2

DOI

https://doi.org/10.47479/ihead.1535035

IZ

https://izlik.org/JA32BX52FF

Cite

RIS / Bibtex

APA

Özkan, E. K., Erdemir, N., & Coşkun, D. (2024). A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies. Ihlara Eğitim Araştırmaları Dergisi, 9(2), 150-168. https://doi.org/10.47479/ihead.1535035

AMA

1.Özkan EK, Erdemir N, Coşkun D. A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies. IHEAD. 2024;9(2):150-168. doi:10.47479/ihead.1535035

Chicago

Özkan, Elif Kadriye, Nihan Erdemir, and Derya Coşkun. 2024. “A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies”. Ihlara Eğitim Araştırmaları Dergisi 9 (2): 150-68. https://doi.org/10.47479/ihead.1535035.

EndNote

Özkan EK, Erdemir N, Coşkun D (December 1, 2024) A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies. Ihlara Eğitim Araştırmaları Dergisi 9 2 150–168.

IEEE

[1]E. K. Özkan, N. Erdemir, and D. Coşkun, “A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies”, IHEAD, vol. 9, no. 2, pp. 150–168, Dec. 2024, doi: 10.47479/ihead.1535035.

ISNAD

Özkan, Elif Kadriye - Erdemir, Nihan - Coşkun, Derya. “A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies”. Ihlara Eğitim Araştırmaları Dergisi 9/2 (December 1, 2024): 150-168. https://doi.org/10.47479/ihead.1535035.

JAMA

1.Özkan EK, Erdemir N, Coşkun D. A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies. IHEAD. 2024;9:150–168.

MLA

Özkan, Elif Kadriye, et al. “A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies”. Ihlara Eğitim Araştırmaları Dergisi, vol. 9, no. 2, Dec. 2024, pp. 150-68, doi:10.47479/ihead.1535035.

Vancouver

1.Elif Kadriye Özkan, Nihan Erdemir, Derya Coşkun. A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies. IHEAD. 2024 Dec. 1;9(2):150-68. doi:10.47479/ihead.1535035