EXPLORING POSTGRADUATE STUDENTS' PERSPECTIVES ON THE USE OF DIGITAL TOOLS AND ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING AND RESEARCH: TRENDS, CHALLENGES, AND FUTURE PROSPECTS

Abstract

This study investigated the experiences and perceptions of MA and Ph.D. students majoring in English Language Teaching regarding the use of digital tools and AI in teaching English skills and their inclination to use technology in their research studies. The students were asked open-ended questions through Google Forms at the beginning of a four-day training project that was supported by TUBITAK (The Scientific and Technological Research Council of Türkiye). The training was designed to inform the participants about current digital technologies and AI research trends in ELT research. Fifty-three participants who voluntarily participated in the training were asked to respond to a series of questions regarding the use of technology and AI in their classes and research studies. The research employed a qualitative design to analyze the content of questionnaire replies. The study gathered participants' feedback regarding their sense of adequacy in their prior training. The objective was to ascertain which language skills—speaking, listening, reading, and writing—are prioritized in their instruction and research. The study attempted to clarify the rationale behind these preferences and determine potential trends in applying and investigating these skills for academic and professional advancement. Finally, the study examined the perceived problems associated with digital and AI research in language instruction and acquisition.