TY  - JOUR
T1  - AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar
TT  - K–12 Eğitiminde Yapay Zekâ Destekli İngilizce Dil Öğretimi: Dört Beceri, Kelime ve Dilbilgisi Odaklı Bir Yaklaşım
AU  - Korkut, Nilgün
PY  - 2025
DA  - June
Y2  - 2025
JF  - BABUR Research
PB  - Başakşehir İlçe Milli Eğitim Müdürlüğü
WT  - DergiPark
SN  - 3023-8234
SP  - 209
EP  - 227
VL  - 4
IS  - 1
LA  - en
AB  - Artificial intelligence (AI) tools have started to play an important role in language education, especially at the K–12 level. In recent years, various applications have been developed to support not only the four basic language skills but also vocabulary and grammar instruction. However, many existing studies focus on specific skills or mainly on adult learners. This study aims to present a holistic perspective on AI-supported language teaching in the K–12 context, examining how these technologies contribute to listening, speaking, reading, writing, vocabulary, and grammar development. Based on a conceptual review of the literature, the study discusses the effects of AI tools on learner engagement, motivation, and skill improvement. It also considers the difficulties that teachers may face during implementation. The findings provide practical suggestions for classroom practices and future research.
KW  - Artificial intelligence
KW  - Language skills
KW  - K–12 education
KW  - Vocabulary teaching
KW  - Grammar learning
KW  - Language instruction
N2  - Yapay zekâ destekli uygulamaların dil eğitimine katkısı, özellikle K–12 düzeyinde giderek daha çok ilgi görmektedir. Son yıllarda geliştirilen araçlar, dört temel dil becerisiyle birlikte kelime bilgisi ve dilbilgisi öğretiminde de öğretmenlere farklı imkânlar sunmaktadır. Ancak mevcut çalışmaların büyük bir kısmı ya belirli becerilere odaklanmakta ya da daha çok yetişkin öğrenicilerle sınırlı kalmaktadır. Bu çalışma, K–12 bağlamında yapay zekâ destekli dil öğretimini bütüncül bir bakışla ele almakta ve dinleme, konuşma, okuma, yazma becerilerinin yanı sıra kelime ve dilbilgisi gelişimine yönelik uygulamaları kavramsal düzeyde incelemektedir. Literatür temelli olarak yürütülen çalışmada, yapay zekâ araçlarının öğrencilerin katılımı, motivasyonu ve beceri gelişimi üzerindeki etkileri değerlendirilmiş; ayrıca öğretmenlerin karşılaştığı zorluklar ve uygulamada dikkat edilmesi gereken noktalar ortaya konmuştur. Elde edilen bulgular, sınıf içi uygulamalara ve gelecekte yapılabilecek araştırmalara yönelik öneriler sunmaktadır.
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UR  - https://dergipark.org.tr/en/pub/babur/issue//1684165
L1  - https://dergipark.org.tr/en/download/article-file/4807799
ER  -