AI tools for writing: a Q-method study with Turkish instructors of English

Abstract This research aimed to determine the perspectives of Turkish instructors of English on the use of AI tools by Turkish learners of English on their writing skill development given the increasing prevalence of these tools among language learners. Thus, the perspectives of the instructors of these learners are significant in this sense. In this study, we used a Q-methodological approach to question 40 instructors from a state university in Istanbul about the issue. Upon the completion of Q-set grid, we conducted interviews with 5 participants to gain a deeper understanding of their perspectives on the use of AI by students for writing improvement. The preliminary results showed that participant instructors were both optimistic and pessimistic about the use of AI tools to improve the writing skills of their students, as they accepted that AI tools facilitated the learning process of the students by lessening the workload of the instructors, though they were unsure of the consequences as they might lead to outputs that are less authentic and creative by the learners. The participants also brought up some ethical concerns, including plagiarism. Based on the findings, practical policy implications have been proposed, while acknowledging the study’s limitations and offering directions for future research.