INVESTIGATING THE EFFECTIVE USE OF ARTIFICIAL INTELLIGENCE IN ELT TEACHER EDUCATION: TOWARDS DEVELOPING A CONCEPTUAL FRAMEWORK

Date

2026-6-22

Author

Okumuş, Ayşegül

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The aim of this dissertation, an embedded mixed-method study, is fourfold. First, this dissertation aimed to investigate the affordances and constraints of Artificial Intelligence (AI) tools in English language teaching (ELT) from the perspectives of four stakeholders: pre-service English language teachers (PSETs), in-service language teachers (INSETs), language teacher educators (LTEs), and English language learners (ELLs). Second, it aimed to explore the perceived needs of PSETs and ELLs regarding AI use, as perceived by four stakeholders. The study also aimed to develop a conceptual AI framework for ELT teacher education to guide the training of PSETs to use AI effectively and ethically in ELT. Data collection tools included meta-synthesis of the relevant research, surveys, and semi-structured interviews. Following the meta-syntheses, surveys were designed and administered to stakeholders (n=202), and semi-structured interviews were conducted with eligible voluntary stakeholders using criterion sampling. The quantitative data were analysed descriptively, whereas the qualitative data were subjected to content analysis. The stakeholders were aware of the affordances and constraints of AI tools. Common affordances comprised support in pedagogy, language learning, efficiency, and personalisation. The constraints included issues in ethics, pedagogy, cost and accessibility, as well as psychological and cognitive risks. The needs of PSETs and ELLs regarding AI use were categorised into three: external needs, training content needs, and needs for future development of chatbots. Based on these findings and the stakeholders’ suggestions, the conceptual AI framework for ELT teacher education was proposed. The implications were provided for ELT, ELT teacher education, and policymakers.

Subject Keywords

artificial intelligence, English language teaching, language teacher education, embedded-mixed methods study, conceptual framework

URI

https://hdl.handle.net/11511/119470

Collections

Graduate School of Social Sciences, Thesis