The purpose of this research is to compile the experiences of English as a Foreign Language (EFL) teachers about using artificial intelligence in their teaching processes and to reveal the current situation in Turkiye in this regard. Artificial intelligence technologies provide support to individuals in problem-solving and decision-making processes by imitating human intelligence and shorten the necessary processes. The recent development and progress of artificial intelligence has deeply affected and begun to shape the field of education, as it has affected every field. It is seen that new teaching and learning technologies based on artificial intelligence are being developed in the field of education (UNESCO, 2019). These technologies provide countless advantages to learners and support teachers evidently. When considered in a wide range within K-12 education, it is seen that teachers have a high workload and work stress in Turkiye (Dursun, 2021). In line with the strengths and weaknesses, previous knowledge, and various motivation levels that each student brings to the learning environment, teachers are expected to manage student participation and achievement data, provide personalized education, manage performance monitoring, and provide individual feedback to students (Kaplan-Rakowski, et al., 2023). In addition to all these, teachers need to catch up with the new generation of learners in terms of technology and reach their interests and needs in this regard. When considered in this perspective, Turkiye’s education policy and Turkish teachers' working conditions are considered to be below the ideal, compared to the developing countries (Erdoğan & Murat, 2021).

At this point, artificial intelligence is suggested as a solution for teachers in terms of methodizing data patterns, making analyzes, facilitating routine tasks and changing the teaching process. When the benefits of the use of artificial intelligence in education are examined, it is seen that artificial intelligence provides great support to teachers in issues such as homework and exam grading, attendance tracking, monitoring student development, completion of administrative tasks and the implementation of more individualized teaching designs (Wang et al., 2021; Muljana & Luo, 2021).

When the literature is examined, it is seen that there are many studies on the use of AI, teachers’ and students’ perspectives of AI and its advantages. However, the studies pointing out the current situation of EFL teachers’ personal AI use in the teaching process are limited in the literature. Therefore, it is aimed to reveal the current case among the EFL teachers in Turkiye, to conceptualize their AI experiences in teaching and to define their needs and challenges in this context. This study is, therefore, expected to contribute to the relevant literature in terms of teacher education and professional development.

In this study, it will be questioned in which areas and how English teachers use artificial intelligence in the teaching process and their experiences in this regard will be categorized. In this context, the research will be conducted with phenomenology among the qualitative research methods. If a study does not focus on statistics and numbers but words, phrases and their meanings in context, it means that the study is conducted with a qualitative method (Neuman, 2017). When, especially, the study with the qualitative method aims to put forward personal experiences and emotions of participants, then phenomenology is chosen for that purpose (Creswell, 2013; Merriam, 2009). Phenomenology method has two main approaches as descriptive and interpretive phenomenology. Whereas descriptive one depends on human actions, interpretive one focuses on human products like text analysis (Sloan & Bowe, 2014). Hence, descriptive phenomenology will be employed in this study. The study group of the research is expected to consist of 20 English teachers who works at the K-12 schools in Turkiye. The maximum variation sampling will be used in the selection of participants and criteria such as the type of school, level of education, professional experience of the teacher and the region of workplace will be considered. Phenomenology requires heterogeneous groups that have experienced the same phenomenon so that it will be explored from various perspectives (Creswell, 2013) and this is provided with maximum variation sampling. The semi-structured interview form developed by the researcher will be used within the scope of phenomenology. The form includes two parts one of which consists of the demographic information and the other consists of five open-ended questions regarding the teachers’ current experiences on AI use. The ethical approval regarding this study has been obtained from the Ethical Committee of Istanbul University-Cerrahpaşa in November, 2024.

The conclusions are expected to shed light on the EFL teachers’ experiences on AI use in different regions and different levels of education in Turkiye. The findings will show the current case in Turkish schools and are expected to contribute to the improvement of the professional development practices for EFL teachers in Turkiye. In the scope of the semi-structured interview form, most frequently used AI tools for teaching processes and the advantages of them will be determined. The EFL teachers’ reasons for using or not using AI will be monitored. In addition, it will be observed in which part of teaching process the EFL teachers use AI mostly. In conclusion, any difference (experience, level of education, region etc.) on the AI use among the EFL teachers and their current needs will be determined within the Turkish K-12 context. Considering all results, professional development activities for the EFL teachers can be improved and reshaped in line with the teachers’ needs, strengths and weaknesses.

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