Yapay Zeka Destekli Yazma Eğitiminin Ortaokul Düzeyindeki İngilizce Öğrenen Öğrencilerin Yazma Tutumlarına Etkisi

Year 2025, Volume: 42 Issue: 2, 155 - 170, 25.08.2025

Tugba Aydın Yıldız

https://doi.org/10.52597/buje.1727868

Abstract

Araştırmanın amacı, yapay zekâ destekli yazma eğitiminin ortaokul öğrencilerinin İngilizce yazma tutumlarına etkisini incelemektir. Çalışma, bir devlet ortaokulunda öğrenim gören 52 yedinci sınıf öğrencisi ile gerçekleştirilmiştir. Nicel bir araştırma deseni benimsenmiş ve ön test-son test uygulamalı tek grup modeli kullanılmıştır. Veri toplama aracı olarak; “ilişki”, “algı” ve “katkı” olmak üzere üç alt boyuttan oluşan Yazma Tutum Ölçeği kullanılmıştır. Uygulama süreci 12 hafta boyunca sürmüş; her hafta belirli bir yazma becerisi (betimleyici yazma, yaratıcı yazma, yönerge yazma, özet çıkarma vb.) ele alınmıştır. Öğrenciler, ChatGPT, Grammarly, QuillBot, DeepL Writer gibi farklı yapay zekâ araçlarıyla yazma sürecinin çeşitli aşamalarında etkileşim kurmuştur. Bulgular, öğrencilerin yazma tutumlarında özellikle “ilişki” ve “katkı” alt boyutlarında anlamlı artışlar olduğunu göstermiştir. Cinsiyet değişkeni dikkate alındığında, kız öğrencilerin genel tutum puanları daha yüksek olmakla birlikte, erkek öğrenciler yazının akademik katkısına ilişkin algılarında daha büyük gelişme göstermiştir. Gelecekte farklı örneklemlerle ve uzun süreli uygulamalarla yapılacak araştırmaların alanyazına katkı sunması beklenmektedir.

Keywords

yapay zekâ destekli yazma eğitimi , yazma tutumu , ortaokul öğrencileri , ingilizce öğretimi

The Effect of AI-Supported Writing Instruction on Middle School EFL Students’ Attitudes Toward Writing

Abstract

The study aimed to examine the impact of artificial intelligence-supported writing instruction on middle school students’ attitudes toward English writing. The research was conducted with 52 seventh-grade students at a public middle school, employing a quantitative one-group pretest–posttest design. Data were collected using the Writing Attitude Scale, consisting of three sub-dimensions: “relation,” “perception,” and “contribution.” The intervention lasted 12 weeks, during which a specific writing skill (e.g., descriptive, creative, instructional, summarizing) was addressed each week. Students interacted with various artificial intelligence tools, including ChatGPT, Grammarly, QuillBot, and DeepL Writer, at different stages of the writing process. Findings revealed significant improvements in students’ attitudes, particularly in the “relation” and “contribution” sub-dimensions. Regarding gender, female students had higher overall scores, while male students showed greater improvement in perceptions of academic contribution. Future studies with diverse samples and longer interventions are expected to enrich the literature.

Keywords

AI-supported writing instruction , English language teaching , middle school students , writing attitude

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