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Bir Üretken Yapay Zekâ Aracı Olarak ChatGPT’nin Yabancı Dil Öğretiminde Kullanılmasına İlişkin Görüşler

Year 2025, Volume: 11 Issue: 1, 207 - 234, 30.04.2025

Sibel Öztürk Demir , Münevver Çetin

https://doi.org/10.31464/jlere.1501596

Abstract

Bu araştırmanın amacı; ChatGPT’nin İngilizce dil öğretiminde kullanılması bağlamında öğretim elemanlarının görüşlerinin incelenmesi ve ChatGPT-4 ile görüşlerinin karşılaştırılmasıdır. Nitel araştırma metotlarından fenomenoloji deseniyle tasarlanan bu araştırmanın katılımcılarını; bir vakıf üniversitesinin yabancı diller bölümünde görev yapan 11 öğretim elemanı oluşturmuştur. Ek olarak, araştırma kapsamında ChatGPT-4’ün görüşlerine başvurulmuştur. Araştırmada yarı yapılandırılmış görüşme formu aracılığıyla toplanan veriler, içerik analizi ile betimsel analiz teknikleri kullanılarak çözümlenmiştir. Araştırmada, ChatGPT’nin daha çok dil bilgisi, kelime bilgisi, okuma ve yazma becerilerini geliştirmede etkili olduğu belirlenmiştir. Ayrıca, telaffuz, konuşma ve dinleme becerilerini geliştirmede de öğrencilere yardımcı olabileceği; fakat gerçek zamanlı etkileşim eksikliği sebebiyle bu becerilerdeki etkisinin sınırlı olduğu sonucuna varılmıştır. Katılımcı öğretim elemanları ve ChatGPT-4, ChatGPT’nin yabancı dil öğretiminde kontrollü bir şekilde destekleyici bir kaynak olarak kullanılmasının teşvik edilmesini ve öğrencilere ChatGPT’nin doğru kullanımı konusunda eğitim verilmesini önermişlerdir. Son olarak, bu kullanımın öğretmen rehberliğinde ve geri bildirimle sağlanması gerektiğini vurgulamışlardır.

Keywords

ChatGPT yapay zekâ üretken yapay zekâ yabancı dil öğretimi yükseköğretim

References

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Opinions on the Use of ChatGPT as a Generative Artificial Intelligence Tool in Foreign Language Teaching

Year 2025, Volume: 11 Issue: 1, 207 - 234, 30.04.2025

Sibel Öztürk Demir , Münevver Çetin

https://doi.org/10.31464/jlere.1501596

Abstract

This research aims to examine the opinions of instructors on the use of ChatGPT in English language education and compare their opinions with those of ChatGPT-4. This research, designed using a phenomenological approach among qualitative research methods, included 11 instructors working in the foreign languages department of a foundation university as participants. Additionally, the opinions of ChatGPT-4 were consulted in this research. Data collected through a semi-structured interview were analysed using content and descriptive analysis techniques. This research has determined that ChatGPT can be effective despite certain limitations, especially in enhancing grammar, vocabulary, reading, and writing skills. It has also been concluded that ChatGPT can support students in improving their pronunciation, speaking, and listening skills; however, its impact in these areas is considered limited due to the lack of real-time interaction. Both instructors and ChatGPT-4 advocate using ChatGPT as a controlled supplementary resource in foreign language education. Finally, they emphasize that this use should be provided under teacher guidance and with feedback.

Keywords

ChatGPT Artificial Intelligence Generative Artificial Intelligence Foreign Language Teaching Higher Education

References

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  • Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6, 1-12. https://doi.org/10.1016/j.caeai.2024.100218
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  • Baskara, R., & Mukarto, M. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343-358. https://doi.org/10.21093/ijeltal.v7i2.1387
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  • Bozkurt, A. (2023b). Unleashing the potential of generative AI, conversational agents and chatbots in educational praxis: A systematic review and bibliometric analysis of GenAI in education. Open Praxis, 15(4), 261-270. https://doi.org/10.55982/openpraxis.15.4.609
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  • Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions. International Journal of Applied Linguistics, 34(4), 1-19. https://doi.org/10.1111/ijal.12561
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  • Famaye, T., Bailey, C. S., Adisa, I., & Irgens, G. A. (2024). What makes ChatGPT dangerous is also what makes it special: High-school student perspectives on the integration or ban of artificial intelligence in educational contexts. International Journal of Technology in Education, 7(2), 174-199. https://doi.org/10.46328/ijte.651
  • Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460-474. https://doi.org/10.1080/14703297.2023.2195846
  • Fitria, T. N. (2023). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. Journal of English Language Teaching, 12(1), 44-58. https://doi.org/10.15294/elt.v12i1.64069
  • Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 42-55. https://doi.org/10.1177/160940690400300104
  • Han, Z. (2024). ChatGPT in and for second language acquisition: A call for systematic research. Studies in Second Language Acquisition, 46(2), 301-306. https://doi.org/10.1017/S0272263124000111
  • Hoang, N. T., Ngoc Han, D., & Le, D. H. (2023). Exploring Chatbot AI in improving vocational students’ English pronunciation. Asia CALL Online Journal, 14(2), 140-155. https://doi.org/10.54855/acoj.231429
  • Huang, J., & Li, S. (2023). Opportunities and challenges in the application of ChatGPT in foreign language teaching. International Journal of Education and Social Science Research, 6(4), 75-89. https://doi.org/10.37500/IJESSR.2023.6406
  • Karataş, F., Abedi, F. Y., Gunyel, F. O, Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies, 29, 19343-19366 https://doi.org/10.1007/s10639-024-12574-6
  • Klimova, B., Pikhart, M., & Al-Obaydi, L. H. (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Front. Psychol, 15, 1-10. https://doi.org/10.3389/fpsyg.2024.1269319
  • Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. TESL-EJ, 27(3), 1-19. https://doi.org/10.55593/ej.27107int
  • Kucuk, T. (2024). ChatGPT integrated grammar teaching and learning in EFL classes: A study on Tishk International University Students in Erbil, Iraq. Arab World English Journal, 1(1), 100-111. https://doi.org/10.24093/awej/ChatGPT.6
  • Li, R. (2024). Current survey of ChatGPT empowering foreign language education. Frontiers in Educational Research, 7(2), 126-130. https://doi.org/10.25236/FER.2024.070220
  • Liu, W. (2024). The integration of ChatGPT in language education: Exploring contexts, assessing impacts, and unpacking implications. In P. Fang (Ed.), AI in Language Teaching, Learning, and Assessment (pp. 1-21). IGI Global. https://doi.org/10.4018/979-8-3693-0872-1.ch001
  • Losi, R. V., Putra, E., Ali, N., & Dewi, A. S. (2024). Investigating artificial intelligence (AI) as a vocabulary learning tool: Students’ perception to use ChatGPT. Proceeding International Conference on Religion, Science and Education, 3, 561-566.
  • Mabuan, R. A. (2024). ChatGPT and ELT: Exploring teachers’ voices. International Journal of Technology in Education, 7(1), 128-153. https://doi.org/10.46328/ijte.523
  • Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study. Smart Learning Environments, 11(1), 1-18. https://doi.org/10.1186/s40561-024-00295-9
  • Mena-Octavio, M., González-Argüello, M. V., & Pujolà, J. (2024). ChatGPT as an AI L2 teaching support: A case study of an EFL teacher. Technology in Language Teaching & Learning, 6(1), 1-25. https://doi.org/10.29140/tltl.v6n1.1142
  • Meniado, J. C. (2023). The impact of ChatGPT on English language teaching, learning, and assessment: A rapid review of literature. Arab World English Journal, 14(4), 3-18. https://doi.org/10.24093/awej/vol14no4.1
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There are 58 citations in total.

Details

Primary Language Turkish
Subjects English As A Second Language
Journal Section Research Articles
Authors

Sibel Öztürk Demir 0000-0002-8820-8281

Münevver Çetin 0000-0002-1203-9098

Early Pub Date April 30, 2025
Publication Date April 30, 2025
Submission Date June 14, 2024
Acceptance Date December 4, 2024
Published in Issue Year 2025 Volume: 11 Issue: 1

Cite

APA Öztürk Demir, S., & Çetin, M. (2025). Bir Üretken Yapay Zekâ Aracı Olarak ChatGPT’nin Yabancı Dil Öğretiminde Kullanılmasına İlişkin Görüşler. Dil Eğitimi Ve Araştırmaları Dergisi, 11(1), 207-234. https://doi.org/10.31464/jlere.1501596
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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

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