İngilizceyi yabancı dil olarak öğreten öğretmenlerin yapay zekâya (YZ) yönelik algıları ve hazır bulunuşluk düzeyleri

Within English as a Foreign Language (EFL) contexts, artificial intelligence (AI) has been recognized as a promising tool for reshaping traditional language instruction. Thus, this study aimed to assess in-service EFL teachers' readiness to integrate AI into language teaching within the framework of the Technological Pedagogical Content Knowledge (TPACK) model. In addition, the study examined teachers' perceptions of AI through the Technology Acceptance Model (TAM), focusing on perceived benefits and drawbacks in educational contexts. It also explored the relationship between teachers' digital tool familiarity and their TPACK-based readiness, as well as the connection between readiness levels, perceptions of AI, and demographic factors such as age, gender, educational background, teaching experience, teaching level, and employment status. Adopting a sequential explanatory mixed-methods design, the study collected quantitative data from 90 in-service teachers using a five-point Likert-scale survey developed by the researcher, titled "Perceptions and Readiness Level of EFL Teachers Towards Artificial Intelligence." Qualitative data were obtained from semi-structured interviews with 10 teachers. Convenience sampling was employed for both phases. The findings revealed that: (1) teachers reported moderately high overall readiness, with Technological Content Knowledge yielding the highest mean score, suggesting confidence in linking technology with content knowledge in instructional practice; (2) AI readiness positively correlated with digital tool familiarity, indicating that technologically proficient teachers feel more prepared to integrate AI; (3) a positive relationship was found between AI readiness and perceived usefulness, while a moderate positive association also emerged between readiness and perceived risks, suggesting that greater readiness is linked to higher awareness of AI's potential challenges; (4) no statistically significant differences were found across demographic variables, however, descriptive statistics indicated that younger, novice, female, primary-level private school teachers and ELL graduates perceived themselves as more ready; and (5) both quantitative and qualitative results showed that teachers perceive AI as highly useful for reducing workload, enhancing lesson planning, material preparation, grading, and idea generation. Teachers also highlighted AI's potential to increase motivation, engagement, autonomy, and language skill development, as well as its capacity for personalized instruction. However, concerns were raised regarding overreliance, reduced critical thinking and creativity, ethical challenges such as academic integrity and data privacy, and infrastructural shortcomings that hinder integration and reduce perceived ease of use.