Comparative analysis of teachers’ attitudes toward the use of artificial intelligence in English language teaching: a survey-based study at M. Auezov South Kazakhstan University

Abstract

Teachers’ attitudes toward the use of artificial intelligence (AI) in English language teaching at M. Auezov South Kazakhstan University, the largest university in South Kazakhstan is considered in this study. Conducted with 30 teachers from the “Foreign languages for technical specialties” chair, the research employs a mixed-methods approach, integrating surveys for quantitative data and thematic analysis for qualitative insights. The findings reveal that teachers generally hold a positive view of AI, appreciating its potential to automate routine tasks, enhance personalized learning, and improve student engagement. However, attitudes vary significantly based on age, teaching experience, and digital literacy, with younger teachers showing greater enthusiasm. Major barriers include insufficient technical training, limited access to AI tools, and concerns about AI potentially replacing teachers. The study highlights the need for targeted professional development to address these challenges and foster effective AI integration. Practical recommendations are proposed, such as providing training on AI tools, ensuring access to reliable technology, and promoting a balanced approach that combines AI with traditional teaching methods. These insights contribute to understanding teachers’ perspectives on AI in language education and offer strategies to enhance its adoption in Kazakhstan’s universities.