Türk İngilizce Öğretmen Adaylarının Yapay Zeka Okuryazarlığının Araştırılması

Abstract

Bu çalışma, İngilizce öğretmen adaylarının (EFL) yapay zekâ okuryazarlık düzeylerini incelemekte ve yapay zekâ okuryazarlığının demografik değişkenler (yaş, cinsiyet, sınıf düzeyi), eğitim türü (informal/formal) ve kullanım örüntüleri (yapay zekâ araçlarını kullanma sıklığı ve kullanılan araç türleri) açısından farklılaşıp farklılaşmadığını araştırmaktadır. Nicel ve kesitsel tarama deseni kullanılan araştırma, 2024–2025 eğitim-öğretim yılının bahar döneminde Türkiye’deki bir devlet üniversitesinde öğrenim gören 211 İngilizce öğretmen adayı ile yürütülmüştür. Veriler, Laupichler ve arkadaşları (2023) tarafından geliştirilen ve Deveci Topal ve arkadaşları (2025) tarafından Türkçeye uyarlanan Yapay Zekâ Okuryazarlığı Ölçeği (AILS) aracılığıyla toplanmıştır. Bulgular, katılımcıların orta-yüksek düzeyde yapay zekâ okuryazarlığına sahip olduklarını; en yüksek puanların Eleştirel Değerlendirme, orta düzey puanların Uygulamalı Kullanım, en düşük puanların ise Teknik Anlayış boyutlarında elde edildiğini göstermiştir. Yapay zekâ okuryazarlığı açısından demografik değişkenler (yaş, cinsiyet, sınıf düzeyi) ve eğitim türü (informal/formal) bakımından istatistiksel olarak anlamlı bir farklılık bulunmamıştır. Buna karşın, bireysel olarak çalışan ya da YouTube videoları/web seminerleri aracılığıyla öğrenme gerçekleştiren katılımcıların, diğerlerine kıyasla anlamlı düzeyde daha yüksek yapay zekâ okuryazarlığına sahip oldukları belirlenmiştir. Yapay zekâ kullanım sıklığı açısından gruplar arasında anlamlı bir farklılık saptanmamıştır. Kullanılan yapay zekâ araçları açısından ise yazma asistanlarını kullanan katılımcıların yapay zekâ okuryazarlık düzeylerinin diğerlerine göre daha yüksek olduğu görülmüştür. Araştırma sonuçları, bazı informal öğrenme biçimleri ve belirli yapay zekâ araç türlerinin daha yüksek yapay zekâ okuryazarlığı ile ilişkili olduğunu göstermektedir. Bu nedenle, gelecekte yapılacak çalışmaların bu değişkenlere odaklanması önerilmektedir. Ayrıca, daha büyük ya da daha dengeli örneklemlerle yürütülecek çalışmaların, demografik değişkenler, formal eğitim ve yapay zekâ kullanım sıklığı açısından farklı sonuçlar ortaya koyabileceği düşünülmektedir.

Keywords

• YZ
• YZ Okuryazarlığı
• Yapay zeka
• İngilizce öğretmen adayları

Investigating AI Literacy of Turkish Pre-Service EFL Teachers

Abstract

This study investigates the AI literacy of pre-service EFL teachers and examines whether AI literacy differs across demographic factors (age, gender, grade level), training (informal/formal), and usage patterns (frequency and types of AI tools). Employing a quantitative, cross-sectional survey design, the study was conducted during the spring semester of the 2024–2025 academic year with 211 pre-service EFL teachers from a state university in Türkiye. Data were collected via the Turkish adaptation of the Artificial Intelligence Literacy Scale (AILS), developed by Laupichler et al. (2023) and translated by Deveci Topal et al. (2025). The findings revealed that participants had moderate to high AI literacy, with the highest scores in Critical Appraisal, moderate scores in Practical Applications, and the lowest scores in Technical Understanding. No statistical significant differences were found in AI literacy across demographic factors (age, gender, grade level) and training (informal/formal). However, participants who self-studied or engaged with YouTube videos/webinars showed significantly higher AI literacy than their counterparts. Regarding the frequency of using AI, no significant difference was found between the different groups. Regarding AI tools, participants who used writing assistants had higher AI literacy than their counterparts. The study indicates that certain informal training and AI tool types are associated with higher AI literacy; therefore, future studies should focus on these variables. Additionally, future studies with larger or more balanced samples can find different results for demographic factors, formal training, and frequency of AI use.

Keywords

• AI
• AI literacy
• Artificial intelligence
• Pre-service EFL teachers

Ethical Statement

Ethical permission (13.05.2025/E-29563864-050.99-842953) was obtained from Trakya University for this research.

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