OPPORTUNITIES AND CHALLENGES IN AI-ASSISTED LANGUAGE TEACHING: PERCEPTIONS OF PRE-SERVICE EFL TEACHERS

Year 2024, Volume: 9 Issue: 2, 74 - 83, 19.12.2024

Samet Taşçı , Mehmet Tunaz

https://doi.org/10.47214/adeder.1575897

Abstract

The integration of Artificial Intelligence (AI) into foreign language education has transformed how languages are taught and learned, offering adaptive and personalized learning experiences. This study explores the perceptions of pre-service teachers regarding AI applications in language teaching, aiming to identify both the advantages and challenges these technologies present in educational contexts. Using a qualitative research methodology, semi-structured interviews were conducted with 17 pre-service English language teachers, who provided insights into their experiences with AI tools like ChatGPT, Google Assistant, and Grammarly. The findings revealed four primary themes: frequency of AI usage, positive impacts, negative impacts, and applications in language teaching. Pre-service teachers highlighted time-saving, convenience, and enhanced access to information as significant benefits of AI, while expressing concerns over issues like job displacement, dependency on technology, and data privacy. Additionally, participants acknowledged the potential of AI to support individualized learning but raised concerns about equity in access and the risk of reduced critical thinking skills. This study contributes to the growing literature on AI in education, offering insights to inform teacher education programs and educational policies to foster effective and ethical AI integration in language classrooms.

Keywords

Artificial Intelligence, foreign language education, personalized learning, teacher education.

YAPAY ZEKA DESTEKLİ DİL ÖĞRETİMİNDE FIRSATLAR VE ZORLUKLAR: YABANCI DİL ÖĞRETMEN ADAYLARININ ALGILARI

Abstract

Yapay zekânın yabancı dil eğitimine entegrasyonu, dil öğretimi ve öğrenimini dönüştürerek uyarlanabilir ve kişiselleştirilmiş öğrenme deneyimleri sunmaktadır. Bu çalışma, öğretmen adaylarının dil öğretiminde yapay zekâ uygulamalarına ilişkin algılarını inceleyerek bu teknolojilerin eğitim bağlamlarında sunduğu avantajları ve zorlukları belirlemeyi amaçlamaktadır. Nitel araştırma yönteminin kullanıldığı çalışmada, 17 öğretmen adayı ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. ChatGPT, Google Asistan ve Grammarly gibi yapay zekâ araçlarıyla ilgili deneyimlerini paylaşan katılımcılar, yapay zekâ kullanım sıklığı, olumlu etkiler, olumsuz etkiler ve dil öğretiminde kullanım alanları olmak üzere dört ana tema ortaya koymuştur. Öğretmen adayları, yapay zekânın zaman kazandırma, pratiklik ve bilgiye kolay erişim gibi faydalarını vurgularken; iş kaybı, teknolojiye bağımlılık ve veri gizliliği gibi konularda endişelerini dile getirmişlerdir. Katılımcılar ayrıca yapay zekânın bireyselleştirilmiş öğrenmeyi destekleme potansiyelini kabul etmiş ancak erişim eşitsizliği ve eleştirel düşünme becerilerinin azalması riskleri konusunda endişelerini belirtmişlerdir. Bu çalışma, dil sınıflarında etkili ve etik yapay zekâ entegrasyonunu desteklemek için öğretmen eğitimi programları ve eğitim politikalarına rehberlik edecek şekilde eğitimde yapay zekâ üzerine literatüre katkı sağlamaktadır.

Keywords

Yapay zekâ, yabancı dil eğitimi, kişiselleştirilmiş öğrenme, öğretmen eğitimi

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