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

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

İngilizce Öğretmenlerinin Yapay Zekaya Bakış Açılarına Yönelik Sistematik Derleme

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

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Alan Eğitimleri (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

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

Nihan Erdemir
0000-0002-8610-3590
Türkiye

Derya Coşkun
0000-0001-6044-6109
Türkiye

Yayımlanma Tarihi

25 Aralık 2024

Gönderilme Tarihi

18 Ağustos 2024

Kabul Tarihi

2 Aralık 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 9 Sayı: 2

DOI

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

IZ

https://izlik.org/JA32BX52FF

Kaynak Göster

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. Ihlara Eğitim Araştırmaları Dergisi. 2024;9(2):150-168. doi:10.47479/ihead.1535035

Chicago

Özkan, Elif Kadriye, Nihan Erdemir, ve 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 (01 Aralık 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, ve D. Coşkun, “A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies”, Ihlara Eğitim Araştırmaları Dergisi, c. 9, sy 2, ss. 150–168, Ara. 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 (01 Aralık 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. Ihlara Eğitim Araştırmaları Dergisi. 2024;9:150–168.

MLA

Özkan, Elif Kadriye, vd. “A Systematic Review of EFL Teachers’ Perspectives on Artificial Intelligence Technologies”. Ihlara Eğitim Araştırmaları Dergisi, c. 9, sy 2, Aralık 2024, ss. 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. Ihlara Eğitim Araştırmaları Dergisi. 01 Aralık 2024;9(2):150-68. doi:10.47479/ihead.1535035

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