EFL teachers’ attitudes toward artificial intelligence in language teaching: A mixed-methods study in Türkiye

Artificial intelligence (AI) is increasingly reshaping second and foreign language education, raising pressing questions about how teachers interpret, evaluate, and negotiate AI-supported instructional practices. While existing research has examined teachers' perceptions of AI in isolated contexts, systematic evidence across educational levels and institutional settings remains limited. Addressing this gap, this mixed-methods study provides a comprehensive examination of English as a Foreign Language (EFL) teachers' attitudes toward AI integration in Türkiye. Quantitative data were collected using a validated multidimensional attitude scale conceptually informed by the Unified Theory of Acceptance and Use of Technology (UTAUT), complemented by qualitative interviews that explored teachers' pedagogical reasoning and ethical considerations. Survey findings indicate consistently positive attitudes toward AI across all measured dimensions and across demographic and contextual variables. However, qualitative analysis reveals that this openness is accompanied by principled caution, including concerns about ethical responsibility, overreliance on AI, and the preservation of teacher agency. Four interrelated themes emerged: positive orientation toward innovation, perceived instructional benefits, pedagogical and ethical concerns, and the centrality of the teacher's role. By integrating robust quantitative evidence with in-depth qualitative insights, the study advances understanding of AI acceptance in language education as a reflective and professionally mediated process rather than a purely technological one. The findings offer empirically grounded implications for teacher education, policy development, and the responsible integration of AI in language teaching.