Yapay zekânın K-12 İngilizce öğretimi sınıflarındaki rolü: Öğretmenlerin görüş ve deneyimleri

This mixed-method study examined the perspectives, attitues and preparedness of English Language teachers about Artifical Intelligence (AI) tools into ELT. Teachers in K–12 schools in the Central Black Sea Region of Turkey, such as Amasya, Samsun, Tokat, and Çorum, are the main subjects of the study. The study intends to determine the demographic elements impacting teachers' preparedness for AI adoption as well as investigate the perceived advantages and difficulties of implementing AI applications in the classroom. The quantitative data were collected using the questionnaire titled "Exploring Teachers' Perceptions Toward the Integration of AI Tools in the Language Classroom", originally developed by Rusma Kalra. Written permission to use and adapt the instrument was obtained from the author prior to data collection. Along with demographic data, the poll includes sections that gauge attitudes, perceived benefits, difficulties, and readiness levels for integrating AI. SPSS (version 26) was used for the analysis of quantitative data. Participants' responses were compiled using descriptive statistics, and the influence of demographic factors was assessed using inferential tests including one-way ANOVA and independent samples t-tests. Cronbach's alpha reliability coefficients were used to verify the scales' internal consistency. In the qualitative phase, semi-structured interviews were conducted with a subset of teachers to gain a deeper understanding of their experiences and perceptions of AI tools in language teaching. The interview questions were prepared by the researcher with the assistance of ChatGPT and validated by three experts. The qualitative data were analyzed through thematic analysis using NVivo 15 software. The coding process identified major themes related to teachers' perceived benefits, challenges, attitudes, and pedagogical implications of AI integration. The integrated analysis of qualitative and quantitative data shows that while English language teachers recognize the potential benefits of Artificial Intelligence for instructional support, their readiness to integrate AI remains limited due to pedagogical concerns, lack of formal training, and infrastructural constraints.