meujfe Mersin Üniversitesi Eğitim Fakültesi Dergisi 1306-7850 Mersin University 10.17860/mersinefd.1504250 Instructional Design Öğretim Tasarımı The Impact of ChatGPT’s Turkish Language Proficiency on Development: An Examination of Teachers’ Opinions Yapay Zekânın Türkçe Dil Yeterliliğinin Gelişimi Üzerindeki Etkileri: Türkçe ve Türk Dili Öğretmenleri Üzerine Bir Araştırma https://orcid.org/0000-0003-1687-3001 Köçeri Kılıç AĞRI İBRAHİM ÇEÇEN ÜNİVERSİTESİ https://orcid.org/0000-0003-4543-4964 Kırkkılıç Halil Ahmet AĞRI İBRAHİM ÇEÇEN ÜNİVERSİTESİ 12 23 2024 20 3 475 489 06 24 2024 09 30 2024 Copyright © 2005, Mersin University Journal of the Faculty of Education 2005 Mersin University Journal of the Faculty of Education

This study aimed to determine the impact of ChatGPT on the four fundamental language competencies for Turkish Language and Turkish Language and Literature teachers. Data was collected through a five-point likert scale survey from teachers who had experienced ChatGPT. Literature in the field was utilized in the development of the survey Additionally, the opinions of psychologists and academics in the public sector were considered to ensure the internal and external reliability of the survey. As teachers’ experience with ChatGPT was considered a criterion, purposive sampling was employed in the research. Descriptive analysis was used in the study, and SPSS 27.0 was the preferred data analysis program. The Cronbach’s Alpha value was taken into account to ensure the validity and reliability of the survey. Through descriptive analysis, the frequency, arithmetic mean, and standard deviation of each survey item were calculated and interpreted. The findings indicated positive effects of ChatGPT on the subcategories of reading, speaking, writing, and listening, leading to the conclusion that ChatGPT positively influences each subcategory and may enhance language proficiency in the future.

Bu çalışma, Türkçe ve Türk Dili ve Edebiyatı öğretmenlerinin yapay zekânın dilin dört temel yeterliğine etkisini belirlemeyi amaçlamıştır. Veriler yapay zekâyı deneyimlemiş öğretmenlerden beşli Likert tipinde bir anket formu aracılığıyla toplanmıştır. Anketin geliştirme sürecinde alan yazınından elde edilen verilerden yararlanılmıştır. Ayrıca anketin iç ve dış güvenirliğini sağlamak için kamuda görevli psikolog ve akademisyenlerin görüşleri dikkate alınmıştır. Öğretmenlerin dil öğretiminde yapay zekâyı deneyimlemiş olmaları bir ölçüt olarak kabul edildiğinden araştırmada amaçlı örnekleme yönteme başvurulmuştur. Araştırmada betimsel analiz yöntemi kullanılmış olup veri analizi için SPSS 27.0 veri analiz programı tercih edilmiştir. Anketin geçerlik ve güvenirliğini sağlamak için Cronbach’s alpha değeri göz önünde bulundurulmuştur. Betimsel analiz yöntemiyle her anket maddesinin frekansı, aritmetik ortalaması ve standart sapması hesaplanarak yorumlanmıştır. Elde edilen veriler öğretmenlerin yapay zekânın dilin okuma, konuşma, yazma ve dinleme ile bunları oluşturan alt kategorileri üzerinde olumlu görüşlere sahip olduğu sonucunu ortaya koymuştur. Bu bulgulardan hareketle yapay zekânın her bir dil becerisini olumlu yönde etkileyebileceği ve dil yeterliğinin geliştirdiği ifade edilebilir.

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