Çevrim içi dil öğrenimi için yapay zeka tabanlı otomatik yazma değerlendirmesi: Uzaktan öğrenenlerin algıları

Year 2022, Volume: 5 Issue: 1, 111 - 129, 31.05.2022

Ayşe Taşkıran

https://doi.org/10.33400/kuje.1053862

Abstract

Bilgi ve iletişim teknolojilerinin yaygınlaşması, öğrenenlerin zamandan ve mekandan bağımsız öğrenme taleplerinin artması ve öğrenen profilindeki hızlı değişimlerle birlikte açık ve uzaktan öğrenme yükseköğretim kurumları tarafından giderek daha fazla benimsenir hale gelmiştir. Giderek artan öğrenci sayısı karşısında açık ve uzaktan öğrenme hizmeti veren yükseköğretim kurumları çevrim içi öğrenmenin etkinliğini ve verimliliğini en üst düzeye çıkarmak için yapay zeka tabanlı teknolojilerden yararlanmaya başlamıştır. Bu teknolojiler arasında yer alan otomatik yazma değerlendirme (OYD) araçları özellikle yabancı dilde yazma etkinliklerinde etkili ve verimli biçimlendirici geri bildirim sağlama potansiyeline sahiptir. Konuyla ilgili alanyazın incelendiğinde, OYD araçlarının yabancı dilde yazma becerisinin geliştirilmesindeki etkililiğinin çoğunlukla öğretmenlerin desteğiyle yüz yüze öğrenme bağlamlarında incelendiği görülmektedir. Ancak, bu OYD araçlarının açık ve uzaktan öğrenme bağlamlarında yabancı dil olarak İngilizce yazma becerisinin geliştirilmesine yönelik kullanımına ilişkin yeterli çalışma olmadığı dikkati çekmektedir. Bu çalışma, dört hafta süren yabancı dil yazma etkinliğini gönüllü olarak tamamlamış yetişkin uzaktan İngilizce öğrenenlerin OYD aracı deneyimlerine ilişkin görüşlerini ortaya çıkarmayı amaçlamaktadır. Çevrim içi açık uçlu anket yoluyla toplanan veriler, öğrencilerin sürece ilişkin değerlendirmelerini, aldıkları otomatik geri bildirimin yazma becerilerine nasıl katkıda bulunduğunu ve OYD'nin uzaktan dil öğreniminde kullanımına yönelik önerilerini ortaya çıkarmıştır. Elde edilen verilerin uzaktan dil öğrenme süreçlerinde OYD araçlarının kullanımının etkinliği konusunda literatüre katkı sağlaması beklenmektedir.

Keywords

otomatik yazma değerlendirmesi, yabancı dil öğrenme, açık ve uzaktan öğrenme, çevrimiçi öğrenme, yazma becerisi

AI-based automated writing evaluation for online language learning: Perceptions of distance learners

Abstract

With the spread of information and communication technologies, increasing demands for learning independent of time and place, and rapid changes in the learner profile, open and distance learning has been increasingly adopted by higher education institutions. In the face of the increasing number of students, these institutions have started to make use of artificial intelligence-based technologies to maximize the effectiveness and efficiency of online learning. Automated writing evaluation (AWE) tools, which are among these technologies, have the potential to provide effective and efficient formative feedback, especially in foreign language writing activities. Based on the relevant literature, it is seen that the effectiveness AWE tools has been examined in face-to-face learning contexts with the support of teachers. However, there are not enough studies on the use of these AWE tools in open and distance learning contexts. This study aims to reveal the views of adult distance English language learners regarding their AWE tool experiences following a four-week writing activity. Data gathered through online open-ended questionnaire revealed learners' evaluation of the process, how the feedback they received contributed to their writing skills, and their suggestions for the use of AWE in distance language learning. It is expected that the obtained data will contribute to the literature on the effectiveness of the use of AWE tools in distance language learning processes.

Keywords

automated writing evaluation, foreign language learning, open and distance learning, online learning, writing skill

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