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<p>As generative artificial intelligence (AI) becomes increasingly integrated into educational settings, understanding the factors influencing teachers’ adoption of AI technologies has become an important area of inquiry. This study investigated the relationships between AI literacy and technology acceptance among Turkish secondary school English Language Teaching (ELT) teachers. Data were collected from 320 ELT teachers using the Technology Acceptance Model (TAM) and a multidimensional AI Literacy Scale measuring Awareness, Usage, Evaluation, and Ethics. Structural equation modeling (SEM) was employed to examine the predictive relationships among AI literacy dimensions, perceived usefulness (PU), perceived ease of use (PEOU), and behavioral intention (BI) to use generative AI in language teaching. The findings indicated that AI literacy dimensions significantly predicted teachers’ perceptions of usefulness and ease of use, which in turn influenced their behavioral intention to adopt AI technologies. While AI literacy did not directly predict behavioral intention, it functioned as an important antecedent factor shaping teachers’ acceptance of AI-mediated educational tools. The study extends existing TAM research by incorporating multidimensional AI literacy constructs within an ELT context and highlights the importance of developing teachers’ critical, evaluative, and ethical competencies alongside technical knowledge. Implications for teacher education, professional development, and the responsible integration of generative AI in language education are discussed.</p>

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Teaching with Technology, Leading with Values: ELT Teachers and the Future of AI in Education

  • 期刊论文

  • 发表日期：

    2026年7月20日

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  • Senem Zaimoğlu

摘要

As generative artificial intelligence (AI) becomes increasingly integrated into educational settings, understanding the factors influencing teachers’ adoption of AI technologies has become an important area of inquiry. This study investigated the relationships between AI literacy and technology acceptance among Turkish secondary school English Language Teaching (ELT) teachers. Data were collected from 320 ELT teachers using the Technology Acceptance Model (TAM) and a multidimensional AI Literacy Scale measuring Awareness, Usage, Evaluation, and Ethics. Structural equation modeling (SEM) was employed to examine the predictive relationships among AI literacy dimensions, perceived usefulness (PU), perceived ease of use (PEOU), and behavioral intention (BI) to use generative AI in language teaching. The findings indicated that AI literacy dimensions significantly predicted teachers’ perceptions of usefulness and ease of use, which in turn influenced their behavioral intention to adopt AI technologies. While AI literacy did not directly predict behavioral intention, it functioned as an important antecedent factor shaping teachers’ acceptance of AI-mediated educational tools. The study extends existing TAM research by incorporating multidimensional AI literacy constructs within an ELT context and highlights the importance of developing teachers’ critical, evaluative, and ethical competencies alongside technical knowledge. Implications for teacher education, professional development, and the responsible integration of generative AI in language education are discussed.