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

Abstract

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.