Akademik Veri Yönetim Sistemi
14. ELT International Conference, Ankara, Türkiye, 26 - 27 Eylül 2025, ss.1, (Özet Bildiri)
Generative Artificial Intelligence (AI) has a crucial role in reshaping English language teaching, offering opportunities to design engaging and learner-centered instructional materials. Despite the growing interest in teachers’ and learners’ perceptions towards AI tools, their practical use in developing instructional materials remains under explored. This study aimed to explore how English as a Foreign Language (EFL) instructors use and perceive the use of AI tools to develop listening materials. Data were gathered from four teachers through individual semi-structured interviews and individual think aloud sessions. Artefacts including AI-generated listening materials and instructors’ written interactions with AI tools were also used for triangulation. The data were analysed through thematic analysis. The results showed that instructors used various AI tools for planning, scriptwriting, audio generating, and tasks designing. The teachers also acknowledged that generative AI provided them a valuable support by reducing time to develop materials, enabling them to control and adapt the content. However, these tools also had several limitations since using them requires specific competence, and technical knowledge. The results of this study have pedagogical implications for EFL instructors as well as for teacher educators by highlighting the importance of developing critical awareness of how and when to use AI tools in the development of language learning materials.