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Item Open Access EFL TEACHERS’ ATTITUDES TOWARDS THE USE OF AI GENERATED LESSON PLANS IN KAZAKHSTAN(SDU University, 2025) Alina Fazilova; Aizhan KayipProlific 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.Item Open Access THE USE OF AI CHATBOTS IN FOREIGN LANGUAGE TEACHING: A COMPREHENSIVE LITERATURE REVIEW(SDU University, 2025) Bagdaulet Abykhanov; Mehmet Ali YaylaciArtificial 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.Item Open Access The Impact of Formative Assessment on Motivation of Students in EFL Classes(SDU University, 2025) Shaikym M.Motivation has a vital role for language learning especially within English as a Foreign Language (EFL) classrooms where student engagement often determines successful learning. This research examines formative assessment’s (FA) motivational impact on pupils within general university English classes. It closely considers formative assessment practices connected to intrinsic and extrinsic motivation, identifying which strategies students find to be most motivating, and it investigates how teachers perceive formative type of assessment’s impact on motivation. The study integrated both quantitative and qualitative data. 98 university students provided quantitative data through a survey, while instructors' qualitative perspectives were derived from semi-structured interviews with 5 EFL teachers. Descriptive statistics and Pearson’s correlation were used to analyze the survey responses, while thematic analysis was applied to interview transcripts. The findings revealed that students were in fact highly intrinsically motivated to learn the language and were frequently exposed to FA strategies. Consequently, the results showed moderate positive correlation between formative assessment and intrinsic motivation, while the correlation with extrinsic motivation was weak. Students found teacher feedback, group discussions, integration of digital tools such as Quizizz as the most motivating FA strategies. Teachers supported these findings since they viewed consistent formative practices improved student engagement, autonomy, and confidence. The results suggest that formative assessment not only measures progress but powerfully drives internal motivation that is in EFL learning. For better language learning outcomes, this study highlights student-centered, feedback-rich classrooms and encourages further formative strategies’ exploration.