Yapay Zekâ Destekli Yabancı Dil Eğitiminin Lise Öğrencilerinin Yapay Zekâ Kullanımları, Yaratıcı Düşünme Eğilimleri, Yabancı Dilden Keyif Almaları ve Akademik Başarıları Üzerindeki Etkisi

Year 2025, Volume: 11 Issue: 3, 572 - 597, 01.12.2025

Talha Koçak , Recep Çakır

Abstract

Bu çalışmanın amacı, yapay zekâ destekli yabancı dil eğitiminin lise öğrencilerinin üretken yapay zekâ kullanım ve yeterlikleri, yaratıcı düşünme becerileri, yabancı dilden keyif alma düzeyleri ve akademik başarıları üzerindeki etkisini incelemektir. Araştırmanın çalışma grubunu bir lisede öğrenim gören 11. sınıf öğrencileri oluşturmaktadır. Araştırma, nicel araştırma yöntemlerinden yarı deneysel desen çerçevesinde yapılandırılmış ve ön test–son test kontrol gruplu model kullanılmıştır. Deney grubuna dört hafta boyunca yapay zekâ destekli yabancı dil etkinlikleri uygulanırken, kontrol grubunda aynı kazanımlar geleneksel öğretim yöntemleriyle işlenmiştir. Her iki gruptan da ön test ve son test verileri toplanmıştır. Veri toplama araçları olarak Üretken Yapay Zekâ Kullanım ve Yeterlik Ölçeği, Yabancı Dilden Keyif Alma Ölçeği, Yaratıcı Düşünme Eğilimi Ölçeği ve araştırmacılar tarafından geliştirilen başarı testi kullanılmıştır. Analiz sonuçları, deney grubundaki öğrencilerin üretken yapay zekâ yeterlikleri ve akademik başarılarının kontrol grubuna göre anlamlı düzeyde yüksek olduğunu göstermiştir. Yabancı dilden keyif alma düzeyinde deney grubunda artış görülmesine rağmen fark istatistiksel olarak anlamlı bulunmamıştır. Yaratıcı düşünme eğilimi açısından ise gruplar arasında anlamlı bir fark saptanmamış, uygulamanın bu beceri üzerinde belirgin bir etkisi olmadığı sonucuna ulaşılmıştır. Bu bulgular, yapay zekâ destekli yabancı dil eğitiminin öğrencilerin üretken yapay zekâ yeterlikleri, akademik başarıları ve yabancı dilden keyif alma düzeylerini geliştirmede etkili olduğunu göstermektedir. Araştırma sonucunda, bu tür uygulamaların daha uzun süreli ve etkileşim temelli etkinliklerle desteklenmesi önerilmektedir. Ayrıca, gelecekteki çalışmalarda öğrencilerin yaratıcı düşünme becerilerini güçlendirecek disiplinlerarası etkinliklerin ve öğretmen rehberliğinin etkisi de incelenebilir.

Keywords

Yabancı dil eğitimi , Yapay zekâ kullanımı , Yaratıcı düşünce , Yabancı dilden keyif alma

Supporting Institution

yok

Project Number

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Thanks

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The Effect of AI-Supported Foreign Language Education on High School Students’ AI Usage, Creative Thinking Dispositions, Enjoyment of Foreign Language Learning and Academic Achievement

Abstract

The purpose of this study is to examine the effects of AI-supported foreign language instruction on high school students’ generative Artificial Intelligence (AI) use and competencies, creative thinking skills, enjoyment of foreign language learning, and academic achievement. The study group consisted of 11th-grade students attending a high school. The research was designed within the framework of a quantitative quasi-experimental method using a pretest–posttest control group model. While the experimental group participated in AI-supported foreign language activities for four weeks, the control group was taught the same learning outcomes through traditional instructional methods. Pretest and posttest data were collected from both groups. The data collection tools included the “Generative Artificial Intelligence Usage and Competence (GAIUC) Scale,” the “Foreign Language Enjoyment Scale, Turkish Short Version,” the “Creative Thinking Disposition Scale,” and an achievement test developed by the researchers. The results showed that the experimental group had significantly higher productive AI competencies and academic achievement scores compared to the control group. The experimental group showed an increase in foreign language enjoyment, but the difference was not statistically significant. Moreover, no significant difference was found between the groups in terms of creative thinking disposition, suggesting that the intervention did not have a notable effect on this skill. Overall, the findings demonstrate that AI-supported foreign language education effectively enhances students’ generative AI competencies, academic achievement, and enjoyment of foreign language learning. Future implementations should extend the duration of such instructional practices and include interactive activities to enhance their effectiveness. Future research may further explore the role of interdisciplinary tasks and teacher guidance in enhancing students’ creative thinking skills.

Keywords

Foreign language education , Artificial intelligence usage , Creative thinking , Foreign language enjoyment

Project Number

yok

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