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    ItemOpen Access
    EFL TEACHERS’ ATTITUDES TOWARDS THE USE OF AI GENERATED LESSON PLANS IN KAZAKHSTAN
    (SDU University, 2025) Alina Fazilova; Aizhan Kayip
    Prolific advancements in the sphere of Artificial Intelligence in Education and Artificial Intelligence, in general, beg the questions of how these technologies could be implemented in the English as a Foreign Language sphere and what English as a Foreign Language teachers’ attitudes towards Artificial Intelligence-generated lesson plans are. In this research paper, the attitudes of Kazakhstani secondary school English as a Foreign Language teachers towards the use of Artificial Intelligence-generated lesson plans have been explored. Through analyzing responses from an online survey, the study identifies several prominent themes that reflect the overall attitudes of teachers towards Artificial Intelligence-generated lesson planning. The study employed qualitative research design and involved 27 participants. Their attitudes were collected via an open-ended questionnaire and analyzed with thematic analysis. The results indicate that AI-generated lesson plans can have a positive impact on student learning outcomes, with the guidance and adjustments made by teachers. However, concerns about automation bias and the lack of personalization in the plans are also identified. The benefits of lesson planning generated by Artificial Intelligence include efficiency, customization, and innovative ideas, while drawbacks include inflexibility in unanticipated situations and a lack of specificity in students' needs. The study concludes that teachers express overall positive attitudes towards the use of Artificial Intelligence-generated lesson plans. According to the results, English as a Foreign Language teachers believe that they offer a range of benefits for teachers and can potentially enhance student learning outcomes when used in conjunction with teacher modifications and adjustments.
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    ItemOpen Access
    THE USE OF AI CHATBOTS IN FOREIGN LANGUAGE TEACHING: A COMPREHENSIVE LITERATURE REVIEW
    (SDU University, 2025) Bagdaulet Abykhanov; Mehmet Ali Yaylaci
    Artificial Intelligence (AI) has become one of the most significant technological advancements and is widely integrated across diverse fields. In this regard, foreign language education is no exception: AI-powered chatbots are frequently used as language-learning tools. AI chatbots are software applications or websites that enable two-way interaction via textual or audio output. Despite rapid advances in AI development, there has been a lack of studies on its application. Therefore, this literature review aims to examine previous studies on the implementation of AI chatbots in foreign language education, focusing on EFL teachers’ perceptions. To achieve this aim, 20 articles were chosen for the review. The articles were selected from several databases and research platforms, namely Google Scholar, ERIC, and Sci-Space, published over a three-year period between 2022 and 2025.