نوع مقاله : مقاله پژوهشی
نویسندگان
1
Professor, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
2
Associate Professor, English Language Teaching, School of Education, Istanbul Medipol University, Istanbul, Türkiye
3
Assistant Professor, Department of Foreign Languages, Faculty of Humanities and Physical Education, Gonbad Kavous University, Gonbad Kavous, Iran
10.48311/lrr.2026.124276.83400
چکیده
The contributions of Artificial Intelligence (AI) technologies to different aspects of teachers’ instruction and behaviors have been widely examined in prior research. However, a shortage of research exists regarding the intersection of multimodal AI tools and multilingual teachers’ Generative AI (GenAI) literacy development. To fill the gap, our interventional study aimed to discover possible developmental changes in Turkish multilingual teachers’ GenAI literacy over a semester. The study adopted a longitudinal design involving a 10-week online course. A GenAI literacy questionnaire was completed by 184 teachers three times to measure the changes from the outset to the end of the intervention course. The latent growth curve modeling (LGCM) results indicated significant overall growth in teachers’ GenAI literacy across the three measurement points, with individual differences in initial literacy levels and growth rates. Implications for teachers and teacher education in multilingual contexts are provided to theoretically and pedagogically empower them for AI-mediated education that is spreading across the world.
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