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Journals / Anadolu Journal of Educational Sciences International / 2026 / Cilt: 16 Sayı: 3

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

İngilizce Öğretmenlerinin Yapay Zekanın İngilizce Öğretim Müfredatı Ve Türkiye’deki Dil Öğretim Sürecine Uygulanmasına İlişkin Görüşlerinin Araştırılması

Umut Akdağ(GAZİANTEP ÜNİVERSİTESİ)0009-0009-5751-4276
Mehmet Kılıç(Gaziantep Üniversitesi)0000-0002-7845-0349
Pages
897–933
Publication Date
2026-09-20
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result of the study, a model for integrating AI into English language teaching based on teachers' opinions was proposed.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to investigate teachers' opinions on employing AI in Turkey's English curriculum and language teaching process.
📊
Key Findings & Data:A total of 26 questions were asked during the interviews, which lasted approximately three weeks.
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Conclusion & Impact:As a result of the study, a model for integrating AI into English language teaching based on teachers' opinions was proposed.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:yapay zeka · İngiliz Dili Eğitimi · öğretmen görüşleri

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.

Özet

Bu çalışmanın amacı, Türkiye'deki İngilizce müfredatında ve dil öğretim sürecinde yapay zekanın kullanılmasına ilişkin öğretmenlerin görüşlerini araştırmaktır. Araştırma, ortaokul ve liselerde çalışan on altı İngilizce öğretmeniyle yapılan görüşmeler yoluyla yürütülmüştür. Bu amaçla bir durum çalışması modeli uygulanmıştır. Yaklaşık üç hafta süren görüşmelerde toplam 26 soru sorulmuştur. Araştırmacı ve bir uzman verileri analiz etmiş ve 76 kod ve 7 tema ortaya çıkmıştır. Araştırma, yapay zekanın İngilizce öğretimini ve öğrencilerin öğrenme süreçlerini geliştirmedeki etkisini, özellikle anında geri bildirim sağlama, öğrenmeyi kişiselleştirme ve tüm dil becerilerini destekleme konusundaki etkinliğini vurgulamıştır. Yapay zekanın, öğretim ve öğrenme verimliliğini artırarak ve öğrencileri yapay zekayı kullanmaya ve öğretmenlerle işbirlikli değerlendirme süreçlerine dahil ederek İngilizce öğretiminde önemli bir potansiyele sahip olduğu belirtilmiştir. Öte yandan, yapay zekanın öğretmen iş yükünü hafifletme ve öğrenci merkezli, etkileşimli öğrenme ortamlarını teşvik etme konusunda avantajlı olduğu düşünülürken, teknolojik sınırlamalar, yetersiz altyapı, yetersiz öğretmen eğitimi, veri gizliliği ve yapay zekaya aşırı bağımlılık gibi etik konularla ilgili endişeler dile getirilmiştir. Sonuç olarak, yapay zekanın insan etkileşiminin yerini almaktan ziyade destekleyici ve dengeli bir araç olarak hizmet etmesi gerektiği vurgulanmıştır. Çalışmanın sonucunda, öğretmenlerin görüşlerine dayalı olarak yapay zekanın İngilizce dil öğretimine entegre edilmesi için bir model önerilmiştir.

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Cite This Article

Akdağ, U., Kılıç, M. (2026). Exploring English Language Teachers’ Views Related to The Implementation Of AI Into The ELT Curriculum And Language Teaching Process in Türkiye. Anadolu Journal of Educational Sciences International, Cilt: 16 Sayı: 3, 897–933. https://doi.org/10.18039/ajesi.1705730

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