Influence of Generative Artificial Intelligence on English Language Teaching

Abstract

Language teaching, especially English, is expanding through the integration of technology. Teachers must enhance their skills to effectively use technology in their teaching, equipping students with a modern and current learning environment. Generative Artificial Intelligence (GAI) technology applications in English language instruction include, but are not limited to, Chatbots, AI-based writing assistants, AI grading tools, and AI language learning platforms. Due to their proven benefits and ease of use, GAI tools have the potential to become increasingly popular among educators for supporting modern language acquisition. This paper aims to evaluate the knowledge, usage, and attitudes of a sample of English teachers from Turkey and Lebanon regarding GAI tools in their teaching. The analysis combines descriptive statistics with inferential methods such as frequencies, percentages, t-tests, cross-tabulations, and regression analysis. Data analysis is conducted using IBM SPSS version 27.0. Teachers were selected through convenience sampling, contacted via email to complete the survey. Results indicate that 60% of teachers are familiar with these tools; the most common are AI writing assistants and AI language learning apps, each used by approximately 30%, followed by Chatbots at about 18%. Only 55% of teachers feel confident in their ability to work with AI tools. Ultimately, 72.5% of teachers would continue using GAI applications if given the opportunity. These findings offer valuable insights into the training and professional development needed for teachers to meet 21st-century educational demands.