This paper proposes a conceptual framework for integrating Artificial Intelligence (AI) into the Positive Language Teaching Approach (PLTA) to address persistent challenges in foreign language education while enhancing linguistic development and learner well-being. While the PLTA, grounded in positive psychology, emphasizes positive emotions, engagement, supportive relationships, meaning, accomplishment, holistic integration, and cultural sensitivity, AI provides powerful affordances such as adaptive feedback, intelligent tutoring, affective computing, immersive environments, and predictive analytics. By aligning these elements, the framework illustrates how AI can reinforce the core principles of the PLTA and create learner-centered environments that are technologically advanced, emotionally supportive, socially connected, and culturally responsive. The paper first outlines the theoretical foundations of the PLTA and AI, then introduces a conceptual model that demonstrates the systematic integration of AI tools with the PLTA principles. Pedagogical considerations are discussed to ensure that AI remains a supportive resource rather than a replacement for teachers, whereas Ethical concerns such as data privacy, transparency, algorithmic bias, accountability, and equitable access are also addressed. The paper ends with some practical recommendations for learners, teachers, institutions, and policymakers, with an emphasis on teacher training. Finally, it provides directions for future research, calling for interdisciplinary collaboration to validate and refine AI-supported PLTA practices. Overall, the study positions AI-enhanced PLTA as a transformative approach for reconceptualizing foreign language teaching and learning.

Abstract: This mixed-methods study explores English as a Foreign Language (EFL) instructors' perceptions of Technological Pedagogical Content Knowledge (TPACK) at the School of Languages in a Turkish foundation university. The research implements a mixed-methods design. A total of 70 participants out of 80 instructors completed the TPACK-EFL survey, and five instructors were selected for interviews through purposeful sampling.The quantitative analysis revealed mostly high self-efficacy in TPACK, with significant differences found between instructors with and without prior technology training, particularly in their Technological Pedagogical Knowledge (TPK) scores. The qualitative data, gathered through in-depth interviews, draws attention to several themes, including varying levels of confidence in technology integration, the need for purposeful technology use associated with teaching objectives, and the challenges instructors face, such as technical inadequacies and time constraints. The study also explored the support provided by institutions, revealing that while some support is available, it is often insufficiently tailored to individual needs. Peer collaboration emerged as a key factor in overcoming barriers to technology adoption. The findings emphasise the importance of targeted, context-specific professional development for EFL instructors to enhance technology integration in their teaching practices.

This study investigates the 21st-century technology literacy skills of 13 EFL (English as a Foreign Language) teachers. The research aims to evaluate the participants’ ability to comprehend, utilize, and maintain focus while interacting with technology in educational contexts. A quantitative research design is used, incorporating scales that measure three essential dimensions of technology literacy: understanding technology, using technology effectively, and sustaining attention during technological interactions. Participants completed TPACK-21 questionnaire to assess their proficiency and attitudes toward integrating technology into teaching practices. The data is analyzed using SPSS 27, employing descriptive statistics to summarize the findings and inferential analyses to explore relationships between variables, such as teaching experience and technology skills. The results aim to shed light on the readiness of EFL teachers to meet the demands of technology-driven education in the 21st century. The study identifies specific strengths—such as pedagogical knowledge and basic technological familiarity—and areas requiring further development, particularly in content-specific technology integration and the synthesis of technology, pedagogy, and content. By addressing these competencies, including Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPCK), the research offers practical guidance for enhancing teacher training programs. These improvements are essential for nurturing innovative, effective, and engaging teaching strategies that would be in tune with the needs of learners in an increasingly digital world.

This study explores in-service secondary school EFL teachers' opinions about the implementation of the Turkish Ministry of National Education's (MoNE) speaking and listening skill assessment in the 2023-2024 academic year. The study aims to see if teachers' opinions align with MoNE's expectations and their self-efficacy in the assessment of these skills. It also investigates if teachers encountered any challenges or needs during the assessment process and whether demographic factors such as gender, age, level of education, years of experience and academic background affect their opinions. A mixed-methods research design was employed, combining quantitative and qualitative data collection. 150 secondary school EFL teachers from Isparta, Türkiye, took part in the survey and were selected through convenience sampling. Data were collected using a researcher-designed five-point Likert scale questionnaire via Google Forms. 17 volunteer teachers were also interviewed semi-structured to get deeper insights into their experiences and views. Findings indicate that EFL teachers generally support the new policy, recognizing its importance for communicative competence. Formal assessments were seen as a step toward more balanced assessment, but teachers noted challenges like lack of training, increased workload, crowded classes, limited hours, and grading difficulties. Regarding demographic influences, gender was found to have a significant effect on some of the questionnaire items while other demographic variables showed limited statistical differences. Teachers suggest that policy changes should be aligned with classroom realities by providing sufficient teacher training, improving assessment resources and taking necessary steps to the mentioned challenges to support a more practical assessment process.

Distance education (DE) emerged as an alternative within teacher education programs worldwide due to mandatory school closures during the recent pandemic. The question of whether it can be a strong mode of instruction for educational institutions and teacher training, however, remains open. There is a lack of research addressing which courses are best suited for online delivery and which are more appropriate for face-to-face instruction. The present study aims to fill this gap by examining pre-service English teachers’ views, informed by their experiences during two semesters of mandatory online education and addressed the following research question: Which courses in the ELT program do pre-service English teachers perceive as more suitable for distance education, and what are the observed trends across different years of study? The study employed a descriptive cross-sectional survey design conducted within an English language teacher education program at the Faculty of Education of a state university in Istanbul. Participants in their second, third, and fourth years were asked to review a list of 100 courses and indicate those they would prefer to take online. Frequency analyses showed that the pre-service teachers did not exhibit a strong preference for DE mode within the program. The most favored course for online delivery was selected by fewer than 39% of participants. Moreover, courses considered as having greater potential for DE tended to belong to the General Cultural Knowledge and Vocational Content Knowledge modules rather than the Field Knowledge module and compulsory courses in general. Preferences based on years of study are also reported. The findings suggest various implications to provide guidance for teacher education programs and curriculum designers in making informed decisions about the integration and optimization of online education.

This study reports the development and validation of a diagnostic reading comprehension test designed for Turkish 8th-grade EFL learners at the CEFR A2 level. The test was constructed following established test-development procedures, including construct definition, text selection, expert review, piloting, and statistical analysis. Five reading texts and 52 items targeting literal, reorganization, and inferential comprehension were developed, along with a mixed scoring system combining dichotomous scoring and weighted marking for sequencing items. Readability analyses (Flesch–Kincaid levels 4.3–6.3) confirmed that the texts were appropriate for the target proficiency level. Content and construct validity were examined through expert review and student reflections, while internal consistency reliability was assessed using KR-20, yielding strong coefficients (0.91 in the pilot; 0.81 in the revised version). Qualitative data from expert reviewers indicated strong alignment with CEFR A2 descriptors and MoNE curriculum outcomes, though some items displayed vocabulary-heavy or grammar-oriented characteristics that may introduce construct-irrelevant variance. Student reflections highlighted the overall clarity and accessibility of the test but echoed concerns about vocabulary load in certain sections. Overall, the findings suggest that the diagnostic test is psychometrically sound and pedagogically useful for identifying learners’ reading comprehension strengths and weaknesses. Recommendations for refinement and future large-scale validation studies are also discussed.