The article offers a profound insight into GLI, transforming education and the role of the teacher. Yolcu argues that GLI defines the role of the teacher, shifting them from being a transmitter of knowledge to a facilitator of personalized learning.

One of the key points of the article is GLI's ability to analyze large volumes of data and adapt educational content to students' needs. This provides more personalized teaching, allowing teachers to focus on more creative and dynamic aspects. Yolcu emphasizes that teachers develop digital and ethical skills to effectively implement technology in the classroom.

Yolcu emphasizes the importance of collaboration between teachers and the technology sector to ensure GLI tools align with educational objectives and students' needs. This involves continuous feedback from the education system, enabling technological innovation to be implemented effectively and ethically.

The article highlights the ethical challenges associated with implementing AI in education. Yolcu says teachers must be prepared to address this situation and ensure the integration of AI in a way that benefits all students equally.

With the arrival of AI in education, the role of the English teacher must change. They must not only teach the theoretical part, as students have access to translators and assistants who write texts for them. For me, the teacher's role must be a guide, accompanying students in critical learning, teaching them to use the tools responsibly and not relying on them.

The role of the English teacher must evolve from transmitter to meter, from language expert to learning facilitator, AI does not come to replace us but to challenge us to be better educators, the redefinition of the teacher's role with the IAG implies a profound transformation in the way we teach and learn, we English teachers must adapt to changes by developing new skills and adapt to a more flexible and student-centered approach and thus responsibly use artificial intelligence in education