ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools

Ceyda Yalçın

doi:10.53444/deubefd.1731850

EN DE TR

Abstract

ChatGPT in DAF-Lessons: Potentials and Limitations of an AI-Supported Language Tool

Abstract

The aim of this study is to investigate how ChatGPT, an artificial intelligence chatbot, can be used in learning German and developing German language skills. In this context, ChatGPT and its areas of use in foreign language teaching were first discussed theoretically in the study. The case study research model was used as the method in the study. The latest version of the ChatGPT application was used in collecting data. In the application section of the study, the topics were determined by examining the German A1.1 level textbook Schritte International Neu and questions were asked to ChatGPT in German on these topics. These questions included skills and abilities such as German grammar, vocabulary, reading, listening, pronunciation, writing, speaking, translation, text correction, preparing learning content and culture. The detailed written answers given by ChatGPT in German were documented without any changes and were analyzed in detail in the findings section of the study. Descriptive analysis, one of the qualitative research methods, was used in the analysis of the data. The findings of the study showed that ChatGPT could contribute to the learning of German and the development of German language skills in theory and practice, but it had some limitations. In the conclusion and suggestions section, the shortcomings of ChatGPT are also mentioned and suggestions for the use of this artificial intelligence tool are made.

Keywords

ChatGPT, Artificial Intelligence (AI), German, language skills

ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools

Abstract

Ziel dieser Studie ist es, zu untersuchen, wie der KI-gestützte Chatbot ChatGPT im Rahmen des Deutschlernens sowie zur Förderung der deutschen Sprachkompetenzen eingesetzt werden kann. In diesem Zusammenhang wurden zunächst die theoretischen Grundlagen und Anwendungsmöglichkeiten von ChatGPT im Fremdsprachenunterricht analysiert. Als Forschungsmethode wurde das Fallanalysemodell gewählt. Zur Datenerhebung wurde die neueste Version der ChatGPT-Anwendung verwendet. Im Anwendungsteil der Studie wurden die Themen des Lehrwerks Schritte International Neu, Niveau A1.1, analysiert und ausgewählt. Auf dieser Grundlage wurden ChatGPT gezielte Fragen auf Deutsch zu den jeweiligen Themenbereichen gestellt. Diese Fragen umfassen Sprachkompetenzen und-Fertigkeiten wie deutsche Grammatik, Wortschatz, Leseverstehen, Hörverstehen, Aussprache, Schreiben, Sprechen, Übersetzung, Textkorrektur, Erstellung von Lerninhalten und kulturelles Wissen. Die von ChatGPT gegebenen schriftlichen, ausführlichen Antworten auf Deutsch wurden unverändert dokumentiert und im Abschnitt der Forschungsergebnisse ausführlich analysiert. Zur Analyse der Daten wurde die deskriptive Analyse als eine Methode der qualitativen Forschung verwendet. Die Ergebnisse der Studie zeigen, dass ChatGPT sowohl in theoretischer als auch in praktischer Hinsicht zur Förderung des Deutschlernens und zur Entwicklung der deutschen Sprachkompetenzen beitragen kann, jedoch bestimmte Einschränkungen bestehen. Im Fazit wurden auch die Schwächen von ChatGPT thematisiert und Empfehlungen für den Einsatz dieses KI-gestützten Werkzeugs gegeben.

Keywords

ChatGPT, Künstliche Intelligenz, Deutsch, Sprachkompetenzen

Yabancı dil olarak Almanca öğretiminde ChatGPT: Yapay zekâ destekli bir dil aracının potansiyeli ve sınırlılıkları

Abstract

Bu çalışmanın amacı bir yapay zekâ sohbet robotu olan ChatGPT’nin Almanca öğreniminde ve Almanca dil becerilerinin gelişiminde nasıl kullanılabileceğini araştırmaktır. Bu bağlamda araştırmada öncelikle ChatGPT ve yabancı dil öğretimindeki kullanım alanları kuramsal olarak ele alınmıştır. Çalışmada yöntem olarak vaka analizi araştırma modeli kullanılmıştır. Verilerin toplanmasında ChatGPT uygulamasının son sürümü kullanılmıştır. Çalışmanın uygulama bölümünde, Almanca A1.1 seviyesindeki Schritte International Neu isimli ders kitabı incelenerek konular belirlenmiş ve bu konularla ilgili ChatGPT’ye Almanca sorular yöneltilmiştir. Bu sorular Almanca gramer, kelime bilgisi, okuma, dinleme, telaffuz, yazma, konuşma, çeviri, metin düzeltme, öğrenme içeriği hazırlama ve kültür gibi beceri ve yetileri içermektedir. ChatGPT’nin verdiği Almanca yazılı ayrıntılı cevaplar hiç değiştirilmeden belgelenmiştir ve araştırmanın bulgular kısmında detaylı biçimde analiz edilmiştir. Verilerin analizinde nitel araştırma yöntemlerinden betimsel analiz kullanılmıştır. Çalışmanın bulguları ChatGPT’nin Almanca öğrenimine ve Almanca dil becerilerinin gelişimine teori ve pratikte katkılar sunabileceğini, ancak bazı sınırlılıklarının olduğunu göstermiştir. Sonuç ve öneriler kısmında ChatGPT’nin eksik yönlerinden de bahsedilerek, bu yapay zekâ aracının kullanımına yönelik önerilerde bulunulmuştur.

Keywords

ChatGPT, yapay zeka, Almanca, dil becerileri

Ethical Statement

Çalışma etik izin gerektirmemektedir.

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Details

Primary Language

German

Subjects

Other Fields of Education (Other)

Journal Section

Research Article

Authors

Ceyda Yalçın ^*
0000-0003-4530-2830
Türkiye

Publication Date

March 31, 2026

Submission Date

July 1, 2025

Acceptance Date

January 3, 2026

Published in Issue

Year 2026 Number: 67

DOI

https://doi.org/10.53444/deubefd.1731850

IZ

https://izlik.org/JA55AH44WH

APA

Yalçın, C. (2026). ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 67, 182-200. https://doi.org/10.53444/deubefd.1731850

AMA

1.Yalçın C. ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 2026;(67):182-200. doi:10.53444/deubefd.1731850

Chicago

Yalçın, Ceyda. 2026. “ChatGPT Im DaF-Unterricht: Potenziale Und Grenzen Eines KI-Gestützten Sprachtools”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, nos. 67: 182-200. https://doi.org/10.53444/deubefd.1731850.

EndNote

Yalçın C (March 1, 2026) ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi 67 182–200.

IEEE

[1]C. Yalçın, “ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools”, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, no. 67, pp. 182–200, Mar. 2026, doi: 10.53444/deubefd.1731850.

ISNAD

Yalçın, Ceyda. “ChatGPT Im DaF-Unterricht: Potenziale Und Grenzen Eines KI-Gestützten Sprachtools”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 67 (March 1, 2026): 182-200. https://doi.org/10.53444/deubefd.1731850.

JAMA

1.Yalçın C. ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 2026;:182–200.

MLA

Yalçın, Ceyda. “ChatGPT Im DaF-Unterricht: Potenziale Und Grenzen Eines KI-Gestützten Sprachtools”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, no. 67, Mar. 2026, pp. 182-00, doi:10.53444/deubefd.1731850.

Vancouver

1.Ceyda Yalçın. ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 2026 Mar. 1;(67):182-200. doi:10.53444/deubefd.1731850

Abstract

ChatGPT in DAF-Lessons: Potentials and Limitations of an AI-Supported Language Tool

Abstract

Keywords

ChatGPT im DaF-Unterricht: Potenziale und Grenzen eines KI-gestützten Sprachtools

Abstract

Keywords

Yabancı dil olarak Almanca öğretiminde ChatGPT: Yapay zekâ destekli bir dil aracının potansiyeli ve sınırlılıkları

Abstract

Keywords

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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