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

Yıl 2025, Cilt: 11 Sayı: 1, 207 - 234, 30.04.2025

Sibel Öztürk Demir , Münevver Çetin

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

Öz

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.

Anahtar Kelimeler

ChatGPT yapay zekâ üretken yapay zekâ yabancı dil öğretimi yükseköğretim

Kaynakça

  • Ahmad, Z., Kaiser, W., & Rahim, S. (2023). Hallucinations in ChatGPT: An unreliable tool for learning. Rupkatha Journal on Interdisciplinary Studies in Humanities, 15(4), 1-18. https://doi.org/10.21659/rupkatha.v15n4.17
  • 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
  • Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. https://digitalcommons.uri.edu/cba_facpubs/548
  • 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
  • Bekou, A., Ben Mhamed, M., & Assissou, K. (2024). Exploring opportunities and challenges of using ChatGPT in English language teaching (ELT) in Morocco. Focus on ELT Journal, 6(1),87-106. https://doi.org/10.14744/felt.6.1.7
  • Bozkurt, A. (2023a). ChatGPT, üretken yapay zekâ ve algoritmik paradigma değişikliği. Alanyazın, 4(1), 63-72. https://doi.org/10.59320/alanyazin.1283282
  • 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
  • Bozkurt, A., & Sharma, R. C. (2024). Are we facing an algorithmic renaissance or apocalypse? Generative AI, Chatbots, and emerging human-machine interaction in the educational landscape. Asian Journal of Distance Education, 19(1), i-xii.
  • Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
  • Creswell, J. W. (2021). Nitel araştırma yöntemleri. Beş yaklaşıma göre nitel araştırma ve araştırma deseni (M. Bütün & S. B. Demir, Çev. Ed.; 6. bs.). Siyasal Kitabevi.
  • Crompton, H., & Burke, D. (2024). The educational affordances and challenges of ChatGPT: State of the field. TechTrends, 68(2), 380-392. https://doi.org/10.1007/s11528-024-00939-0
  • Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education. Front. Educ. 8, 1-13. https://doi.org/10.3389/feduc.2023.1206936
  • 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
  • Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13, 1-4. https://doi.org/10.1016/j.jrt.2023.100060
  • Ersoy-Sağlık, C., & Gökçearslan, Ş. (2024). Güncel üretken yapay zekâ araçları. Ş. Gökçearslan & H. Y. Dura (Eds.), Yapay zekâ okuryazarlığı içinde (s. 1-25). Nobel Akademik Yayıncılık.
  • 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
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Mohebi, L. (2024). Empowering learners with ChatGPT: Insights from systematic literature exploration. Discover Education, 3(36). https://doi.org/10.1007/s44217-024-00120-y
  • Muniandy, J., & Selvanathan, M. (2024). ChatGPT, a partnering tool to improve ESL learners’ speaking skills: Case study in a Public University, Malaysia. Teaching Public Administration, 43(1), 1-17. https://doi.org/10.1177/01447394241230152
  • Nguyen, T. T. H. (2023). EFL teachers’ perspectives toward the use of ChatGPT in writing classes: A case study at Van Lang University. International Journal of Language Instruction, 2(3), 1-47. https://doi.org/10.54855/ijli.23231
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Opinions on the Use of ChatGPT as a Generative Artificial Intelligence Tool in Foreign Language Teaching

Yıl 2025, Cilt: 11 Sayı: 1, 207 - 234, 30.04.2025

Sibel Öztürk Demir , Münevver Çetin

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

Öz

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.

Anahtar Kelimeler

ChatGPT Artificial Intelligence Generative Artificial Intelligence Foreign Language Teaching Higher Education

Kaynakça

  • Ahmad, Z., Kaiser, W., & Rahim, S. (2023). Hallucinations in ChatGPT: An unreliable tool for learning. Rupkatha Journal on Interdisciplinary Studies in Humanities, 15(4), 1-18. https://doi.org/10.21659/rupkatha.v15n4.17
  • 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
  • Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. https://digitalcommons.uri.edu/cba_facpubs/548
  • 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
  • Bekou, A., Ben Mhamed, M., & Assissou, K. (2024). Exploring opportunities and challenges of using ChatGPT in English language teaching (ELT) in Morocco. Focus on ELT Journal, 6(1),87-106. https://doi.org/10.14744/felt.6.1.7
  • Bozkurt, A. (2023a). ChatGPT, üretken yapay zekâ ve algoritmik paradigma değişikliği. Alanyazın, 4(1), 63-72. https://doi.org/10.59320/alanyazin.1283282
  • 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
  • Bozkurt, A., & Sharma, R. C. (2024). Are we facing an algorithmic renaissance or apocalypse? Generative AI, Chatbots, and emerging human-machine interaction in the educational landscape. Asian Journal of Distance Education, 19(1), i-xii.
  • Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
  • Creswell, J. W. (2021). Nitel araştırma yöntemleri. Beş yaklaşıma göre nitel araştırma ve araştırma deseni (M. Bütün & S. B. Demir, Çev. Ed.; 6. bs.). Siyasal Kitabevi.
  • Crompton, H., & Burke, D. (2024). The educational affordances and challenges of ChatGPT: State of the field. TechTrends, 68(2), 380-392. https://doi.org/10.1007/s11528-024-00939-0
  • Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education. Front. Educ. 8, 1-13. https://doi.org/10.3389/feduc.2023.1206936
  • 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
  • Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13, 1-4. https://doi.org/10.1016/j.jrt.2023.100060
  • Ersoy-Sağlık, C., & Gökçearslan, Ş. (2024). Güncel üretken yapay zekâ araçları. Ş. Gökçearslan & H. Y. Dura (Eds.), Yapay zekâ okuryazarlığı içinde (s. 1-25). Nobel Akademik Yayıncılık.
  • 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
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Mohebi, L. (2024). Empowering learners with ChatGPT: Insights from systematic literature exploration. Discover Education, 3(36). https://doi.org/10.1007/s44217-024-00120-y
  • Muniandy, J., & Selvanathan, M. (2024). ChatGPT, a partnering tool to improve ESL learners’ speaking skills: Case study in a Public University, Malaysia. Teaching Public Administration, 43(1), 1-17. https://doi.org/10.1177/01447394241230152
  • Nguyen, T. T. H. (2023). EFL teachers’ perspectives toward the use of ChatGPT in writing classes: A case study at Van Lang University. International Journal of Language Instruction, 2(3), 1-47. https://doi.org/10.54855/ijli.23231
  • Nunan, D. (1991). Language teaching methodology: A textbook for teacher. Prentice Hall.
  • OpenAI. (2022). Introducing ChatGPT. https://openai.com/index/chatgpt/ Parker, L., Carter, C., Karakas, A., Loper, A.J., & Sokkar, A. (2024). Graduate instructors navigating the AI frontier: The role of ChatGPT in higher education. Computers and Education Open, 6, 1-13. https://doi.org/10.1016/j.caeo.2024.100166
  • Patton, Q. P. (2018). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün & S. B. Demir, Çev. Ed., 2. bs). Pegem Akademi Yayıncılık.
  • Rawas, S. (2024). ChatGPT: Empowering lifelong learning in the digital age of higher education. Education and Information Technologies, 29(6), 6895-6908. https://doi.org/10.1007/s10639-023-12114-8
  • Rudolph, J., Tan, S., & Tan, S. (2023). War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education. Journal of Applied Learning and Teaching, 6(1), 364-389. https://doi.org/10.37074/jalt.2023.6.1.23
  • Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). Assessing the usability of ChatGPT for formal English language learning. European Journal of Investigation in Health, Psychology and Education, 13(9), 1937-1960. https://doi.org/10.3390/ejihpe13090140
  • Sığrı, Ü. (2023). Nitel araştırma yöntemleri. R. Altunışık, H. Boz, E. Gegez, E. Koç, Ü. Sığrı, E. Yıldız, & A. Yüksel (Eds.), Sosyal bilimlerde araştırma yöntemleri: Yeni perspektifler içinde (2. bs, s. 471-516). Seçkin Yayıncılık.
  • Söğüt, S. (2024). Generative artificial intelligence in EFL writing: A pedagogical stance of pre-service teachers and teacher trainers. Focus on ELT Journal, 6(1), 58-73. https://doi.org/10.14744/felt.6.1.5
  • Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1-14. https://doi.org/10.3389/fpsyg.2023.1260843
  • Songsiengchai, S., Sereerat, B., & Watananimitgul, W. (2023). Leveraging artificial intelligence (AI): ChatGPT for effective English language learning among Thai students. English Language Teaching, 16(11), 68-79. https://doi.org/10.5539/elt.v16n11p68
  • Sosa Daza, E. P., Macías Angulo, F. d. R., & Ramírez Lozada, H. (2024). ChatGPT-based didactic strategies to improve students’ English language reading and writing skills. Estudios y Perspectivas Revista Científica y Académica, 4(1), 390-420. https://doi.org/10.61384/r.c.a..v4i1.108
  • Talan, T., & Kalınkara, Y. (2023). Yükseköğrenimde yapay zekânın rolü: Anatomi dersi için ChatGPT değerlendirmesi. Uluslararası Yönetim Bilişim Sistemleri ve Bilgisayar Bilimleri Dergisi, 7(1), 33-40. https://doi.org/10.33461/uybisbbd.1244777
  • Topal, İ. H. (2024). ChatGPT: A critical evaluation. TESOL Journal, 15(3), 1-4. https://doi.org/10.1002/tesj.810
  • Topsakal, O., & Topsakal, E. (2022). Framework for a foreign language teaching software for children utilizing AR, voicebots, and ChatGPT (Large language models). The Journal of Cognitive Systems, 7(2), 33-38. https://doi.org/10.52876/jcs.1227392
  • Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1-23.
  • Xiao, P., Chen, Y., & Bao, W. (2023). Waiting, banning, and embracing: An empirical analysis of adapting policies for generative AI in higher education. arXiv, 1-33. https://doi.org/10.2139/ssrn.4458269
  • Xing, R. (2023). Advancements in English listening education: ChatGPT and convolutional neural network integration. Journal of Pedagogical Research, 7(5), 280-290. https://doi.org/10.33902/JPR.202323980
  • Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943-13967. https://doi.org/10.1007/s10639-023-11742-4
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. bs.). Seçkin Yayıncılık.
  • Yu, H. (2024). The application and challenges of ChatGPT in educational transformation: New demands for teachers’ roles. Heliyon, 10(2), 1-15. https://doi.org/10.1016/j.heliyon.2024.e24289
  • Zhou, J., Ke, P., Qiu, X., Huang, M., & Zhang, J. (2023). ChatGPT: Potential, prospects, and limitations. Frontiers of Information Technology & Electronic Engineering, 25(1), 6-11. https://doi.org/10.1631/FITEE.2300089
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Sibel Öztürk Demir 0000-0002-8820-8281

Münevver Çetin 0000-0002-1203-9098

Erken Görünüm Tarihi 30 Nisan 2025
Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 14 Haziran 2024
Kabul Tarihi 4 Aralık 2024
Yayımlandığı Sayı Yıl 2025 Cilt: 11 Sayı: 1

Kaynak Göster

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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