Akademik Yazmada İletişimsel Yapay Zekânın Kullanımına Dair Bir İnceleme

Year 2025, Issue: 56, 469 - 496, 25.03.2025

Hakan Demiröz , Gülşah Tıkız Ertürk

https://doi.org/10.37697/eskiyeni.1565854

Abstract

Akademik yazımda yeterlilik geliştirmek, yükseköğretimin önemli bir bileşenidir. Farklı alanlardaki öğrencilerin, bilimsel araştırma yaklaşımlarında kendilerine yardımcı olmak için tümevarımsal akıl yürütme ve destek hizmetlerine güçlü bir ihtiyaç duydukları açıktır. Lisans öğrencilerinin sayısı artmaya ve geçmişleri daha çeşitli hale gelmeye devam ettikçe, öğrenciler akademik yazımları sırasında daha az kişiselleştirilmiş rehberlik ve denetim almaktadır. Temel görevleri araştırma ve akademik yazım olan akademisyenler ve lisansüstü öğrenciler için, Chat Generative Pre-Trained Transformer (ChatGPT), Bing Chat ve Google's Bard ve Deepseek gibi kullanıcı dostu arayüzlerle birlikte Büyük Dil Modellerinin (LLM) yükselişi, içerik üretme açısından paha biçilmez bir fırsat olduğu kadar büyük bir zorluğu da temsil etmektedir. Bu teknolojiler ve uygulamaları, bilgi sistemlerinin geliştirilmesi, yönetimi ve kullanımıyla ilgili çeşitli sektörlerde şimdiden önemli bir etki yaratmaktadır. Bu literatür taraması ile, özellikle akademik yazma üzerindeki sonuçlara odaklanarak gelişmekte olan durum incelenecektir. Bu değişen durumu analiz ederek araştırmacılar, uygulayıcılar ve akademideki diğer paydaşlar üzerindeki etkisinin aydınlatılması amaçlanmaktadır. Amacımız, akademik yazma uygulamalarına ilişkin olarak halen gelişmekte olan, büyüleyici ve hızla büyüyen bu alanda içgörü sağlamak ve bilimsel araştırmayı ilerletmektir.

Keywords

İngiliz Dili Eğitimi, Yapay Zekâ, Akademik Yazı, İçerik Üretimi, Rehber Robotlar

Ethical Statement

Bu makale, 15. Uluslararası ODTÜ ELT Kongresi'nde sözlü olarak sunulan “Echoes of Innovation: Charting the Landscape of Conversational Artificial Intelligence in Academic Writing” başlıklı yayınlanmamış konferans sunumunun revize edilmiş ve geliştirilmiş versiyonudur.

Supporting Institution

Yok

Project Number

None

Thanks

Yok

A Review on Conversational AI as a Tool in Academic Writing

Abstract

The development of academic proficiency constitutes a pivotal component of higher education. Students from diverse disciplines consistently demonstrate a marked need for inductive reasoning and support services to assist them in their scientific research approaches. As the number of undergraduates continues to increase and their backgrounds become more diverse, students are receiving less personalized guidance and supervision during their academic writing. For academics and graduate students, whose primary responsibilities encompass research and academic writing, the emergence of large language models (LLMs) in conjunction with user-friendly interfaces such as Chat Generative Pre-Trained Transformer (ChatGPT), Bing Chat, Google's Bard, and Deepseek poses a substantial challenge as well as a priceless opportunity in terms of content generation. These technologies and their implementations are already exerting a significant influence across diverse sectors pertaining to the development, administration, and utilization of information systems. This literature review explores the evolving landscape, with a specific focus on its consequences for academic writing. The aim is to analyse this changing landscape to illuminate its impact on researchers, practitioners, and other stakeholders in academia and to provide insights and advance scholarly inquiry in this still developing, captivating, and rapidly growing domain with respect to academic writing practices.

Keywords

English Language Teaching (ELT), Artificial Intelligence, Academic Writing, Content Generation, Chatbots

Ethical Statement

This article is the revised and developed version of the unpublished conference presentation entitled “Echoes of Innovation: Charting the Landscape of Conversational Artificial Intelligence in Academic Writing” orally delivered at the 15th International METU ELT Convention.

Supporting Institution

None

Project Number

None

Thanks

None

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