Teacher Cognition and Practices in Using Generative AI Tools to Support Student Engagement in EFL Higher-Education Contexts

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dc.authorid0000-0002-6991-4455
dc.authorid0000-0003-4226-500X
dc.contributor.authorZaimoğlu, Senem
dc.contributor.authorDağtaş, Aysun
dc.date.accessioned2026-02-19T11:43:47Z
dc.date.available2026-02-19T11:43:47Z
dc.date.issued2025
dc.departmentFen Edebiyat Fakültesi
dc.description.abstractAs Generative Artificial Intelligence (GenAI) tools become increasingly embedded in higher education, English as a Foreign Language (EFL) teachers are challenged to rethink their pedagogical identities and practices. While policy discourses often promote GenAI for its potential to enhance instructional efficiency, little is known about how language teachers conceptualize and employ these tools to foster meaningful student engagement. This study explores how university-level EFL teacherinterpret and implement GenAI technologies to support student engagement through narrative inquiry. Drawing on three-level narrative approach, story, Story, and STORY, it examines nine language teachers' retrospective experiences with GenAI tools across personal, contextual, and sociopolitical dimensions. The findings indicate that teachers' interactions with GenAI are shaped by their pedagogical affordance, as well as their teaching values, imposed political agendas, and professional agency. This study calls for professional development programs specifically designed for teachers' narrative identities to ultimately facilitate the ethical use of GenAI in learner-centered EFL contexts.
dc.identifier.citationZaimoğlu, S., & Dağtaş, A. (2025). Teacher cognition and practices in using generative AI tools to support student engagement in EFL higher-education contexts. Behavioral Sciences, 15(9), 1202.
dc.identifier.doi10.3390/bs15091202
dc.identifier.issn2076-328X
dc.identifier.issue9
dc.identifier.pmid41009232
dc.identifier.urihttp://dx.doi.org/10.3390/bs15091202
dc.identifier.urihttps://hdl.handle.net/20.500.12507/3499
dc.identifier.volume15
dc.identifier.wos001580291400001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakPubMed
dc.institutionauthorZaimoğlu, Senem
dc.institutionauthorDağtaş, Aysun
dc.institutionauthorid0000-0002-6991-4455
dc.institutionauthorid0000-0003-4226-500X
dc.language.isoen
dc.publisherMDPI
dc.relation.ispartofBEHAVIORAL SCIENCES
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectARTIFICIAL-INTELLIGENCE
dc.subjectSELF-DETERMINATION
dc.subjectLANGUAGE
dc.subjectTECHNOLOGY
dc.subjectBELIEFS
dc.subjectSCHOOL
dc.titleTeacher Cognition and Practices in Using Generative AI Tools to Support Student Engagement in EFL Higher-Education Contexts
dc.typeArticle

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