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

Yıl 2024, Cilt: 9 Sayı: 2, 150 - 168, 25.12.2024

Elif Kadriye Özkan , Nihan Erdemir , Derya Coşkun

https://doi.org/10.47479/ihead.1535035
Cited By: 2

Öz

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.

Anahtar Kelimeler

Artificial intelligence English as a foreign language teachers’ perspectives systematic review

Kaynakça

  • 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
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İngilizce Öğretmenlerinin Yapay Zekaya Bakış Açılarına Yönelik Sistematik Derleme

Yıl 2024, Cilt: 9 Sayı: 2, 150 - 168, 25.12.2024

Elif Kadriye Özkan , Nihan Erdemir , Derya Coşkun

https://doi.org/10.47479/ihead.1535035
Cited By: 2

Öz

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.

Anahtar Kelimeler

Yapay zekâ yabancı dil olarak İngilizce öğretmenlerin bakış açıları sistematik derleme

Kaynakça

  • 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
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Elif Kadriye Özkan 0009-0003-4045-4461

Nihan Erdemir 0000-0002-8610-3590

Derya Coşkun 0000-0001-6044-6109

Yayımlanma Tarihi 25 Aralık 2024
Gönderilme Tarihi 18 Ağustos 2024
Kabul Tarihi 2 Aralık 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 9 Sayı: 2

Kaynak Göster

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

Cited By

https://doi.org/
Pre-Service English as a Foreign Language Teachers’ Attitudes toward Artificial Intelligence
Kuramsal Eğitimbilim
https://doi.org/10.30831/akukeg.1644354
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