Artificial Intelligence Chatbots in Language Learning: ChatGPT Example

Abstract

The aim of this research is to introduce the opportunities that the increasingly popular AI chatbot called ChatGPT offers its users in the context of language learning, and thus to draw conclusions on how such tools can be used in the context of language learning. Document analysis was used in the research designed with a qualitative research approach. The research findings indicate that ChatGPT brings with it many opportunities that can directly or indirectly affect the development of basic language skills in the context of language learning. In addition, the findings indicate that ChatGPT can help access materials that can be used in the language learning/teaching process. In addition, according to the findings, it can be said that ChatGPT can bring with it many opportunities such as flexible learning, personalized learning, obtaining information about different languages and different cultures, and developing vocabulary. Considering all these, it can be said that AI-supported chatbots like ChatGPT are functional tools that can be used in the context of language education. As a result, it is recommended that studies aimed at providing knowledge and skills for the correct and conscious use of tools like ChatGPT in the context of language education be disseminated.

Keywords

• ChatGPT
• Artificial Intelligence
• Language Education
• Chatbots

Dil Öğreniminde Yapay Zekâ Sohbet Robotları: ChatGPT Örneği

Öz

Bu araştırmanın amacı kullanımı giderek yaygınlaşan ChatGPT isimli YZ sohbet robotunun dil öğrenme bağlamında kullanıcılarına sunduğu fırsatları tanıtarak bu tür araçlardan dil öğrenme bağlamında nasıl yararlanılabileceğine ilişkin çıkarımların yapılmasıdır. Nitel araştırma yaklaşımıyla tasarlanan bu araştırmada doküman analizinden yararlanılmıştır. Araştırmada kapsamında ChatGPT’nin dil öğrenme bağlamında kullanıcılarına sunduğu fırsatlar incelenmiştir. Araştırma bulguları ChatGPT’nin dil öğrenme bağlamında temel dil becerilerinin gelişimini doğrudan veya dolaylı olarak etkileyebilecek birçok fırsatı beraberinde getirdiğine işaret etmektedir. Bununla birlikte bulgular ChatGPT’nin dil öğrenimi/öğretimi sürecinde yararlanabilecek materyallere erişime yardımcı olabileceğine işaret etmektedir. Ayrıca bulgulara göre ChatGPT’nin esnek öğrenme, kişiselleştirilmiş öğrenme, faklı dillere ve farklı kültürlere ilişkin bilgi alma, söz varlığını geliştirme gibi birçok fırsatı beraberinde getirebileceği söylenebilir. Tüm bunlar göz önüne alındığında ChatGPT benzeri YZ destekli sohbet robotlarının dil eğitimi bağlamında yararlanılabilecek işlevsel araçlar olduğu söylenebilir. Sonuçlardan hareketle ChatGPT benzeri YZ destekli sohbet robotlarının dil eğitimi bağlamında doğru ve bilinçli kullanımına yönelik bilgi ve beceri kazandırılmasına yönelik çalışmaların yaygınlaştırılması önerilmektedir.

Anahtar Kelimeler

• ChatGPT
• Yapay Zekâ
• Dil Eğitimi
• Sohbet Robotları

Kaynakça

1. Abid, M. K., Din, S. S. U., Fareed, S., Naeem, A., Fuzail, M., & Khan, M. (2023). Integrating chatbots in educational administration for improved language learning outcomes. LGU Research Journal of Computer Science and Information Technology ,7(4), 34-43. Doi: 10.54692/lgurjcsit.2023.074494
2. Agrawal, P. (2024). Role of artificial İntelligence in teaching and learning English language. International Journal For Multidisciplinary Research, 6(3). Doi: 10.36948/ijfmr.2024.v06i03.22148
3. Ahmad, K., Iqbal, W., El-Hassan, A., Qadir, J., Benhaddou, D., Ayyash, M., & Al-Fuqaha, A. (2024). Data-driven artificial ıntelligence in education: A comprehensive review. IEEE Transactions on Learning Technologies, 17, 12-31. Doi: 10.1109/TLT.2023.3314610
4. Akar, H. (2017). Durum çalışması. A. Saban & A. Ersoy (Ed.), Eğitimde nitel arastırma desenleri içinde (s. 139-176). Anı Yayıncılık.
5. Akbarani, R. (2024). Use of artificial intelligence in english language teaching. International Journal of English Learning and Applied Linguistics 4 (1), 14-23. Doi: 10.21111/ijelal.v4i1.10756
6. Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). Impact of ChatGPT on learning motivation: Teachers and students' voices. Journal of English Studies in Arabia Felix, 2(1), 41-49. Doi: 10.56540/jesaf.v2i1.51
7. Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818-824. Doi: 10.25082/amler.2023.02.009
8. Benaddi, L., Ouaddi, C., Jakimi, A., & Ouchao, B. (2024). A systematic review of chatbots: Classification, development, and their impact on tourism. IEEE Access, 12, 78799-78810. Doi: 10.1109/ACCESS.2024.3408108

9. Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9, 27-40. Doi: 10.3316/QRJ0902027
10. Brinegar, M. (2023). Chatbots as a supplementary language learning tool: Advantages, concerns, and implementation. International Journal of Education and Social Science Research, 6(6). Doi: 10.37500/ijessr.2023.6615
11. Celepcikay, A., & Yildirim, Y. (2021). Artificial intelligence and machine learning applications in education. Eurasian Journal of Higher Education, 2(4), 1–11. Doi: 10.31039/ejohe.2021.4.49
12. Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264- 75278. Doi: 10.1109/ACCESS.2020.2988510
13. Chuah, K. M., & Kabilan, M. (2021). Teachers’ views on the use of chatbots to support English language teaching in a mobile environment. International Journal of Emerging Technologies in Learning (IJET), 16(20), 223-237. Doi: 10.3991/ijet.v16i20.24917
14. Crawford, J., Allen, K. A., Pani, B., & Cowling, M. (2024). When artificial intelligence substitutes humans in higher education: The cost of loneliness, student success, and retention. Studies in Higher Education, 49(5), 883-897. Doi: 10.1080/03075079.2024.2326956
15. Ejjami, R. (2024). The future of learning: AI-based curriculum development. International Journal for Multidisciplinary Research, 6(4). Doi: 10.36948/ijfmr.2024.v06i04.24441
16. Furman, G. (2024). Enhancing Engineering Education: The role of artificial intelligence in personalizing learning and outcomes. 2024 4th International Conference on Big Data Engineering and Education (BDEE), 61-65. Doi: 10.1109/BDEE63226.2024.00018
17. Hamal, O., El Faddouli, N.-E., Harouni, M. H. A., & Lu, J. (2022). Artificial intelligent in education. Sustainability, 14(5), 2862. Doi: 10.3390/su14052862
18. Harisha, N., Suminih, S., & Oktaviana, F. (2024). The power of Chatbots in English language learning: A new age of learning. Lingua, 20(1). Doi: 10.34005/lingua.v20i1.3492
19. Hashim, S., Omar, M. K., Jalil, H. A., & Sharef, N. M. (2022). Trends on technologies and artificial ıntelligence in education for personalized learning: Systematic literature review. International Journal of Academic Research in Progressive Education and Development, 12(1), 884–903. Doi: 10.6007/ijarped/v11-i1/12230
20. Hasibuan, R., & Andina Azizah. (2023). Analyzing the potential of artificial intelligence (AI) in personalizing learning to foster creativity in students. Enigma in Education, 1(1), 6-10. Doi: 10.61996/edu.v1i1.2
21. Irianto, T. U., Sari, A., & Laili, I. (2024). Exploring learners' perceptions with ChatGPT as an English language learning tool. Scope: Journal of English Language Teaching, 8(2), 616-621. Doi: 10.30998/scope.v8i2.22283
22. Ivanov, S. (2023). The dark side of artificial intelligence in higher education. The Service Industries Journal, 43(15–16), 1055–1082. Doi: 10.1080/02642069.2023.2258799
23. Jörgens M., Beier F., Kreibich S., & Werth D. (2024) Using ChatGPT for course curriculum design: A systematic review ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 549-561). Doi: 10.22492/issn.2758-0962.2024.42
24. Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15(16), 12451. Doi: 10.3390/su151612451
25. Katı, T. N., & Can, U. (2024). Yapay zekâ ile üretilen metinlerin yabancı dil olarak Türkçe öğretiminde okuma becerisine yönelik kullanılabilirliği: ChatGPT-3.5 örneği. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 538-569. Doi: 10.17679/inuefd.1415303
26. Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170-189.
27. Kim, H., Kim, N. ve Cha, Y. (2021). Is it beneficial to use AI chatbots to improve learners' speaking performance?. Journal of Asia TEFL, 18(1), 161-178. Doi: 10.18823/ASIATEFL.2021.18.1.10.161
28. Koç, F. Ş., & Savaş, P. (2025). The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024. ReCALL, 37(1), 4- 21. Doi: 10.1017/s0958344024000168
29. Kohnke, L., Moorhouse, B., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 54 (2), 537-550. Doi: 10.1177/00336882231162868
30. Li, R. (2024). The Investigation Related to Application of ChatGPT in Language Teaching. Lecture Notes in Education Psychology and Public Media, 35, 295-299. Doi: 10.54254/2753-7048/35/20232152
31. Liang, J. C., Hwang, G. J., Chen, M. R. A., & Darmawansah, D. (2021). Roles and research foci of artificial intelligence in language education: an integrated bibliographic analysis and systematic review approach. Interactive Learning Environments, 31(7), 4270–4296. Doi: 10.1080/10494820.2021.1958348
32. Liang, Y. (2023). Balancing: The effects of AI tools in educational context. Frontiers in Humanities and Social Sciences, 3(8), 7-10. Doi: 10.54691/fhss.v3i8.5531
33. Liao, H., Xiao, H., & Hu, B. (2023). Revolutionizing ESL teaching with generative artificial intelligence— Take ChatGPT as an example. International Journal of New Developments in Education, 5(20), 39-46. Doi: 10.25236/ijnde.2023.052008
34. Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., & Daradoumis, A. (2022). Educational AI chatbots for content and language ıntegrated learning. Applied Sciences, 12(7), 3239. Doi: 10.3390/app12073239
35. Meron, Y., & Tekmen Araci, Y. (2023). Artificial intelligence in design education: evaluating ChatGPT as a virtual colleague for post-graduate course development. Design Science, 9(30). Doi: 10.1017/dsj.2023.28
36. Morandín-Ahuerma F. (2022) What is artificial intelligence? International Journal of Research Publication and Reviews, 3(12), 1947–1951. Doi: 10.55248/gengpi.2022.31215
37. Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64-77. Doi: 10.46743/2160-3715/2022.5044
38. Mote, A. (2024). Role of AI in personalized education. International Journal of Advanced Research in Science, Communication and Technology, 4(4), 108-111. Doi: 10.48175/ijarsct-15919
39. Murtaza, M., Ahmed, Y., Shamsi, J., Sherwani, F., & Usman, M. (2022). AI-based personalized e-learning systems: Issues, Challenges, and Solutions. IEEE Access, 10, 81323-81342. Doi: 10.1109/access.2022.3193938
40. Niloy, A. C., Akter, S., Sultana, N., Sultana, J., & Rahman, S. I. U. (2023). Is Chatgpt a menace for creative writing ability? An experiment. Journal of Computer Assisted Learning, 40(2), 919-930. Doi: 10.1111/jcal.12929
41. Pérez, J. Q., Daradoumis, T., & Puig, J. M. M. (2020). Rediscovering the use of chatbots in education: A systematic literature review. Computer Applications in Engineering Education, 28(6), 1549-1565. Doi: 10.1002/cae.22326
42. Rabadanova R. S., Seminskaya E. S., Filatov A. M. (2024). The negative aspects of using artificial intelligence for students in solving individual educational tasks. Applied Psychology and Pedagogy (3), 115-124. Doi: 10.12737/2500-0543-2024-9-3-115-124
43. Sangkala, I., & Mardonovna, N. S. (2024). Artificial intelligence as a personalized tutor in language learning: A systematic review. KLASIKAL: Journal of Education, Language Teaching and Science, 6(2), 565–576. Doi: 10.52208/klasikal.v6i2.1193
44. Siregar, R., Subagiharti, H., Handayani, D. S., Sutarno, S., Hasibuan, A. L., & Barus, E. (2024). Student preferences on using artificial ıntelligence (AI) platform in language learning. International Journal of Educational Research Excellence (IJERE), 3(2), 746–754. Doi: 10.55299/ijere.v3i2.890
45. Son, J., Ružić, N. & Philpott, A. (2025). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning, 5(1), 94-112. Doi: 10.1515/jccall-2023-0015
46. Suhaili, S. M., Salim, N., & Jambli, M. N. (2021). Service chatbots: A systematic review. Expert Systems with Applications, 184, 115461. Doi: 10.1016/J.ESWA.2021.115461
47. Sujatna, M. L., Astarina, A. N., & Heryono, H. (2024). AI for language learning: Friend or foe? Linguistic. English Education and Art (LEEA) Journal, 7(1), 12-20. Doi: 10.31539/leea.v7i2.9331
48. Vlčková, I. (2023). The Use of Artificial Intelligence in Teaching Foreign Languages. ACC Journal, 29(3), 124-136. Doi: 10.2478/acc-2023-0020
49. Wang, F., Cheung, A. C., Neitzel, A. J., & Chai, C. S. (2025). Does chatting with chatbots improve language learning performance? A meta-analysis of chatbot-assisted language learning. Review of Educational Research, 95(4), 623-660. Doi: 10.3102/00346543241255621
50. Xu, Z. (2024). AI in education: Enhancing learning experiences and student outcomes. Applied and Computational Engineering, 51(1), 104-111. Doi: 10.54254/2755-2721/51/20241187
51. Yang, H., Kim, H., Lee, J., & Shin, D. (2022). Implementation of an AI chatbot as an English conversation partner in EFL speaking classes. ReCALL, 34, 327- 343. Doi: 10.1017/S0958344022000039
52. Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. bs.). Seçkin Yayıncılık.
53. Yılmaz, Ö. (2024). Personalised learning and artificial intelligence in science education: current state and future perspectives. Educational Technology Quarterly, 2024(3), 255-274. Doi: 10.55056/etq.744
54. Zhytnyk, V., & Gryniuk, O. (2024). Artificial intelligence and education. Constructive Geography and Rational Use of Natural Resources 5(1). Doi: 10.17721/2786-4561.2024.5.1.-9/12