Akademik Veri Yönetim Sistemi
15th METU International ELT Convention, Ankara, Türkiye, 10 - 11 Mayıs 2024, ss.105-106, (Özet Bildiri)
The purpose of the study was to investigate the perspectives of EFL teachers towards the integration of Artificial Intelligence (AI) technologies (i.e., ChatGPT 3.5, Playground AI, Speechify) into ELT before and after a workshop on the use of AI in teaching English. A total of 20 teachers with no (%60) or minimal training (%25) on the use of AI participated in the study. The study employed a mixed-methods research design, including pre and post workshop surveys and interviews. Descriptive statistics and content analysis were used to analyze data. Through a workshop intervention, teachers were provided with training and hands-on experience with AI tools, which included tips and strategies for prompt engineering and revision of the outputs produced by AI based on learners’ needs and interests. Guidance on how to use ChatGPT to prepare lesson plans and materials was also provided. Findings revealed before the workshop, teachers were moderately familiar with AI tools, and rarely used them in their instruction; they felt moderately prepared to incorporate ChatGPT into their language classroom, yet they found it slightly challenging to do so. Post-workshop results demonstrated the workshop had positive impacts on how familiar teachers were with ChatGPT, their level of preparedness and their intention to use it in their teaching. Qualitative data yielded further insights into what challenged teachers in the use of AI and what aspects of it facilitated their instruction. Lastly, the need for further training on prompt engineering and more AI tools to be used in materials development was emphasized.