K-12 Teachers’ Perceptions of Using Generative Artificial Intelligence in Teaching English as a Foreign Language

Abstract

This study investigates the perceptions of K-12 ELT teachers in Türkiye regarding ChatGPT integration in education. It examines their initial attitudes toward AI, changes after hands-on practice, and suggestions for using ChatGPT in teaching. A basic qualitative design was employed, with data collected from 18 English teachers through semi-structured interviews and analysis of ChatGPT-generated lesson plans and instructional materials. The findings revealed both benefits and challenges. Teachers highlighted AI’s potential to offer equal opportunities, facilitate individualized learning, enhance creativity, and reduce workload through administrative support. It was especially helpful for less experienced teachers in developing lesson plans. However, concerns included over-reliance on AI, reduced creativity, misinformation, ethical issues like data privacy, and challenges with younger learners due to ChatGPT's lack of visuals. The study concluded that while ChatGPT aids instructional plans, effective implementation and training for teachers, students, and stakeholders are crucial. Teachers must learn to prompt AI effectively and verify its outputs. Recommendations emphasize further research on long-term effects and ethical AI use in education.

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