6. INTERNATIONAL CONGRESS ON CONTEMPORARY SCIENTIFIC RESEARCH
AI LITERACY OF PRE-SERVICE LANGUAGE TEACHERS OF TURKISH AND ENGLISH
Competencies in digital skills, particularly in artificial intelligence , have become crucial for future language teachers. As prospective educators, pre-service teachers must possess AI literacy to proficiently integrate AI-powered technologies into their teaching methodologies. However, there needs to be more understanding regarding the AI literacy readiness of these pre-service teachers and the gaps that may emerge between those who specialize in Turkish and English. This research takes an empirical approach to examine the level of AI literacy among pre-service Turkish and English teachers in the context of Türkiye, by employing a quantitative research methodology. The participants employed a validated scale to assess their self-reported AI literacy. Empirical evidence indicates that no statistically significant difference in AI literacy levels exists across pre-service Turkish and English language teachers. Therefore, this study emphasizes the need to include AI literacy in the teacher education of pre-service language teachers in Türkiye and suggests that AI literacy may be increased further through the innovative curriculum design of pre-service teacher education programs. The study implies that it is essential to empower future language instructors with advanced AI literacy to effectively utilize AI technology in their teaching, thereby improving language learning results in an ever more digitalized environment.
