INTEGRATING ARTIFICIAL INTELLIGENCE INTO ENGLISH AS A FOREIGN LANGUAGE YOUNG LEARNER CLASROOMS: INVESTIGATION OF TEACHERS’ PERSPECTIVES

Date

2025-9-15

Author

Özkan, Rukiye

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This study investigates the perceptions of in-service English language teachers in Türkiye regarding the integration of Artificial Intelligence (AI) into young learner classrooms. While AI has gained increasing attention in global education research, evidence from EFL contexts with young learners, particularly in Türkiye, remains limited. The purpose of this research is to explore teachers’ current practices, perceived benefits, concerns, and recommendations related to AI use in primary English classrooms. A cross-sectional survey design was employed, combining quantitative and qualitative approaches. Data were collected through an online survey administered to 180 teachers across various regions in Türkiye. The instrument included an adapted AI Literacy Scale and perception items developed by the researcher, along with five open-ended questions. Quantitative data were analyzed using descriptive statistics, independent samples t-tests, and ANOVA, while qualitative responses were examined through constant comparative analysis. Findings indicate that teachers show high personal engagement with AI for professional tasks such as lesson planning and material development, but classroom use with students is limited. Reported benefits include vocabulary support, personalized learning opportunities, increased engagement through interactive tools, and reduced workload. Concerns focus on data privacy, excessive screen time, ethical issues, accuracy of tools, and unequal access among learners. Differences were observed by AI literacy levels, with higher literacy associated with greater preparedness and broader recognition of benefits. Novice teachers reported higher awareness and use, though overall perceptions across experience groups were similar. This study contributes context-specific insights into an under-researched area and offers practical guidance for policymakers, curriculum designers, and teacher educators. The results highlight the importance of ethically grounded, pedagogically sound, and well-supported AI integration that complements rather than replaces human-centered early English education.

Subject Keywords

Artificial Intelligence, EFL, young learners, teacher perceptions, AI literacy

URI

https://hdl.handle.net/11511/115627

Collections

Graduate School of Social Sciences, Thesis