Examining EFL teachers’ awareness, use and challenges of AI integration in ELT context

Abstract

AI tools have spread into English language classrooms faster than most teachers have been prepared for them. This study surveyed 221 EFL teachers and practicum students in Türkiye to understand how they use AI, what stops some from using it at all, and what they expect from these tools going forward. A mixed-methods design was used, combining thematic analysis of open-ended responses with descriptive frequency data. TPACK and AI literacy guided the interpretation of findings. Most participants who used AI did so for activity design, lesson planning, and assessment work. Nearly two-thirds, however, had never received any formal training. Ethical concerns were common on both sides, among users and avoiders alike, especially around data privacy and a perceived risk of professional displacement. Non-users most often cited a simple lack of preparation rather than any principled rejection of the technology. Future tool preferences were practical and specific, with content creation and assessment support ranking highest. Teacher training in this context needs to move well beyond introducing tools, taking seriously both the practical gaps and the ethical questions that AI raises in everyday ELT work.

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