EFL instructors’ engagement with AI as digital media: A qualitative case study from Türkiye

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dc.authorid0000-0001-6802-9625
dc.contributor.authorOcaktan Çeliktürk, Halenur
dc.contributor.authorid414465
dc.date.accessioned2026-05-22T11:27:10Z
dc.date.available2026-05-22T11:27:10Z
dc.date.issued2026-05
dc.departmentFakülteler, Sanat ve Sosyal Bilimler Fakültesi, İngiliz Dili ve Edebiyatı Bölümü
dc.descriptionEmerging Sources Citation Index (ESCI)
dc.description.abstractDespite growing interest in integrating artificial intelligence (AI) into language education, research on how EFL instructors adopt, experience, and sustain the use of AI-driven tools over time remains limited. This qualitative study explores Turkish EFL instructors' perceptions and uses of AI-driven tools through the lens of the Unified Theory of Acceptance and Use of Technology (UTAUT). The findings indicate that although most participants initially hesitated to integrate AI-driven tools, they gradually became active users, reflecting increased openness shaped by social influence and contextual factors consistent with the UTAUT framework. While instructors did not consistently adopt technological innovations, they demonstrated curiosity and eagerness to experiment with tools perceived as enhancing teaching performance. Performance expectancy and facilitating conditions, particularly access to technological resources, emerged as key factors influencing adoption. ChatGPT was identified as the most frequently used tool, followed by Grammarly and QuillBot, for material development, assessment, in-class activities, and feedback. At the same time, participants expressed concerns about overreliance and the lack of structured institutional training to support ethical and effective AI use. Overall, the study underscores the growing significance of AI integration in EFL education and highlights the need for sustained professional development to support responsible and pedagogically informed AI-driven practices.
dc.identifier.citationOcaktan-Çeliktürk, H. (2026). EFL instructors’ engagement with AI as digital media: A qualitative case study from Türkiye. E-Learning and Digital Media, 1-20. https://doi.org/10.1177/20427530261449466
dc.identifier.doi10.1177/20427530261449466
dc.identifier.eissn2042-7530
dc.identifier.endpage20
dc.identifier.startpage1
dc.identifier.urihttps://dspace.mudanya.edu.tr/handle/20.500.14362/421
dc.identifier.wosWOS:001757465300001
dc.identifier.wosqualityQ1
dc.institutionauthorOcaktan Çeliktürk, Halenur
dc.language.isoen
dc.publisherSage
dc.relation.journalE-Learning and Digital Media
dc.relation.publicationcategoryMakale- Uluslararası- Hakemli Dergi- Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAI-driven tools
dc.subjectEFL instructors
dc.subjectunified theory of acceptance and use of technology (UTAUT)
dc.subjecttechnology integration in EFL settings
dc.subjectdigital pedagogy
dc.titleEFL instructors’ engagement with AI as digital media: A qualitative case study from Türkiye
dc.typeMakale
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