e-ISSN: 2618-6586 Open Access · Peer-Reviewed JETOL on DergiPark
JETOL — Journal of Educational Technology & Online Learning
Publisher
Gürhan Durak
Publication Model
Periodical (January – May – September)
Status
Open for Submissions

Investigating the relationship between AI self-efficacy, AI anxiety, and gender among Turkish ELT students

Research Article

Download PDF DOI: 10.31681/jetol.1823794
Published in
Volume 9, Issue 2 (2026)
Pages
273–285
Publication Date
May 31, 2026
Submission Date
November 14, 2025
Acceptance Date
February 10, 2026
Subjects
Measurement and Evaluation in Education (Other)

Abstract

This study examines how Turkish pre-service English language teachers feel about using artificial intelligence (AI) tools and how these beliefs are linked to their anxiety about AI. It also investigates whether male and female students differ in these perceptions. Participants were 143 undergraduate students enrolled in an English Language Teaching program at a public university. Two validated instruments were used to measure AI self-efficacy and AI anxiety, and the data were analyzed using descriptive statistics, independent-samples t tests, correlation analysis, and simple linear regression. Overall, the students reported medium levels of both confidence and anxiety regarding AI. Male students tended to feel more capable of working with AI and reported lower anxiety compared with their female peers. A moderate negative correlation emerged between AI self-efficacy and AI anxiety, and AI self-efficacy significantly predicted anxiety levels, accounting for a meaningful proportion of the variance. These findings highlight the importance of developing teacher education curricula that enhance both the technical skills and emotional readiness of future English teachers to engage with AI-supported language learning environments.

Keywords

  • AI self-efficacy
  • AI anxiety
  • gender
  • technology integration
  • teacher education
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