The proliferation of Artificial Intelligence (AI) tools is actively reshaping the language learning environments, together with a range of global industries. The forward-looking nature of these tools has the potential for transformative potential across differing educational domains. In a similar vein, its strategic importance is especially stressed within the context of foreign language pedagogy. Through a review study, this research aims to understand the relationship between AI-assisted (AI hereafter) learning tools and the development of learner autonomy, with a specific focus on the role of AI tools in enhancing this process. In addition, this study explores the paradigm shift within the domain of foreign language pedagogy while delineating its functions in fostering foreign language learners’ autonomy-driven skills. Notwithstanding its benefits, an over-reliance on technology, ethical risks, and equitable infrastructure facilities are among the challenges emphasized in scholarly works, and the role of scaffolded instruction is of importance to cope with these problematic parts. There is a notable lack of exploratory research examining the potential of AI-based tools to facilitate learner autonomy in EFL contexts. This study aims to contribute to this field by reviewing related studies to examine trends in adoption and clarify the impact of AI on learner autonomy.
This study explores how in-service English language teachers perceive and use the 21st-century learning and innovation skills in their classrooms. An explanatory sequential mixed-method design along with both qualitative and quantitative data collection methods were employed to gather comprehensive data. A total of 100 volunteer teachers completed ‘The 21st Century Teaching and Learning Survey (Ravitz, 2014)’ through convenience sampling, and 15 additional volunteers participated in semi-structured interviews. Quantitative data collected with 100 questionnaires and qualitative data obtained from 15 in-depth interviews were analysed. The findings indicated a clear gap: although teachers acknowledge the importance of 21st-century skills, insufficient in-service training limits their ability to apply these skills during English courses effectively. Consequently, the study highlights the need for focused professional development programmes to expand teachers’ understanding and strengthen their practical competencies.
This study explores the effectiveness of an English preparatory program in addressing the academic and professional needs of business administration students studying at a Turkish foundation university. Utilizing a qualitative design, the research implemented semi-structured interviews, classroom observations, and document analysis to evaluate the alignment between the preparatory curriculum, learners’ field-specific needs, and linguistic and professional objectives of the Business Department. Findings indicate that while the current English curriculum in the preparatory program enhances learners’ general English proficiency, it is inefficient in equipping learners with field-specific speaking and writing skills required for business settings. Learners reported little integration of technology and a lack of goal-oriented, real-life tasks and professional simulations. Document analysis also revealed a misalignment between the general English and departmental coursebook. Results of the classroom observations highlighted learner engagement in group tasks but reported a scarcity of authentic tasks reflecting real-life business contexts. Learners suggested business-related tasks, using AI tools, and guest speakers working in the profession to bridge the gap between language instruction and future career goals. This study indicates the necessity of an interdisciplinary, task-based approach, utilizing technology in learning field-specific content to enhance learner engagement, motivation, and confidence, and finally contribute to the readiness for professional lives.
This study aims to scale the significance rankings of the factors affecting learning English according to students who have been placed at an English-medium instruction university in Turkiye for the 2024-2025 academic year and the factors affecting teaching English for the instructors employed at different preparatory schools at different universities. Quantitative research method has been deployed in this study. The factors have been determined after a literature review, consultations, and pilot studies. 11 factors have been ranked by using a questionnaire form. Data have been collected from 546 students and from 134 instructors and analysed through a statistical software. The students ranked “effort, interest, health, previous experience, learning strategies, school system, task difficulty, teacher support, classroom atmosphere, family support, and luck” in their order of significance.The rank of significance by all instructors is student participation, teaching language learning strategies, classroom management, asking guiding questions, giving oral and/or written feedback, class size, sharing expectations from students with students, instructor experience, integrating fun and/or game, collaboration with colleagues and following current approaches related to ELT. The findings have been evaluated under the scope of Causal Attribution Theory by Weiner, and conclusions have been drawn.
This study examines the stress experiences and coping strategies of English as a Foreign Language (EFL) teachers working in Turkish vocational high schools, a context characterized by low student motivation, limited resources, and significant institutional pressures. Using a qualitative phenomenological design, semi-structured interviews were conducted with 15 in-service teachers to explore their lived experiences. The analysis identified three primary sources of stress: (1) pedagogical challenges such as engagement problems, large class sizes, and severe proficiency gaps, (2) professional limitations including lesson preparation anxiety, fear of making errors, and inadequate teaching materials, and (3) systemic pressures involving administrative workload, limited managerial support, parental interference, and socioeconomic disadvantages affecting students. Teachers responded to these stressors through a range of coping mechanisms. Pedagogical strategies included technology integration, game-based activities, curriculum simplification, and proactive planning. Psychological and strategic coping involved cognitive reframing, separating personal and professional identities, seeking collegial support, reflective practice, and navigating institutional expectations. Findings emphasize that while teachers demonstrate adaptability and resilience, many stressors stem from broader systemic issues beyond individual control. The study highlights the need for improved institutional support, context-sensitive professional development, and policy reforms addressing resource inequalities and curriculum-proficiency mismatches in vocational EFL education.
