In-Service English Teachers' Attitudes toward Artificial Intelligence in Education

Abstract

The rapid advancement of technology requires teachers to adapt to this change. Artificial intelligence (AI) is increasingly being used in education and is gaining influence. Therefore, examining teachers' attitudes toward AI is important for the effective integration of technology. This study investigates the attitudes of English teachers in Türkiye toward AI. Using qualitative descriptive research design, participants were first asked to provide written definitions of AI. Subsequently, four focus group discussions were conducted to explore their perceptions in greater depth. Thematic analysis revealed three main themes: teachers’ perceptions of AI, teachers’ attitudes toward AI, and factors shaping these attitudes. Participants defined AI as human-like intelligence and highlighted its potential for personalized learning and material development. However, factors such as lack of knowledge, curriculum intensity, and time constraints limit the use of AI. During the process, it was observed that some teachers' attitudes became more positive as they became aware of their lack of knowledge. The findings show that teachers' attitudes are directly related to their level of knowledge. In this regard, it is recommended that teachers' digital literacy be improved through in-service training and that more flexible curricula and time support be provided.