Hazırlık Öğrencilerinin ChatGPT’ye Yönelik Metaforik Algılarının İncelenmesi

Year 2025, Volume: 7 Issue: 1, 116 - 137, 30.06.2025

Batuhan Selvi , Zelal Çoban , Suheyla Demirkol Orak

Abstract

Yapay zeka (YZ) kullanımı son yıllarda birçok alanda hız kazanmış ve bu durum eğitim ile dil öğrenme ve öğretme süreçlerini de etkilemeye başlamıştır. Kasım 2022’de OpenAI tarafından piyasaya sürülen ChatGPT, en çok kullanılan ve tartışılan YZ araçlarından biridir. Dil eğitimi de dahil olmak üzere çeşitli disiplinlerde büyük bir etki yaratmıştır. Bu bağlamda, bazı kullanıcılar ChatGPT’yi olumlu karşılarken, bazıları eleştirmektedir. Bu araştırmanın temel amacı, hazırlık öğrencilerinin İngilizce öğrenme veya geliştirme sürecinde ChatGPT’ye yönelik metaforik algılarını ortaya koymaktır. Araştırma, Türkiye’deki farklı üniversitelerde öğrenim gören 123 hazırlık okulu öğrencisiyle gerçekleştirilmiştir. Veri toplama sürecinde fenomenolojik bir araştırma deseni uygulanmıştır. Veriler, Google Forms aracılığıyla toplanmıştır. Form üç bölümden oluşmaktadır. İlk bölümde, çalışmanın amacı ve form hakkında kısa bir bilgilendirme yer almaktadır. İkinci bölümde, metafor kavramına örnekler yardımıyla değinilmiştir. Son bölüm ise katılımcıların metaforik algılarını toplama amacını taşımaktadır. Bu bölümde, katılımcıların “ChatGPT ...... gibidir çünkü ......” ifadesini tamamlamaları istenmiştir. İlk boşluk, katılımcıların metaforik algılarını açıklarken, ikinci boşluk seçilen metaforun nedenine odaklanmaktadır. Araştırma bulguları, araç/kaynak, yoldaşlık, destekleyici doğa ve esneklik/çok yönlülük başlıkları altında kategorize edilmiştir. En çok belirtilen metaforlar arasında öğretmen, kolaylaştırıcı, rehber ve yardımcı bulunmaktadır. Araştırma sonuçları, bazı genç yetişkin öğrenicilerin dil öğretiminde ChatGPT’yi kullanmaya dair inançlarını anlamada önemli bir zemin sağlamaktadır

Keywords

Dil Öğrenimi , ChatGPT , Metafor.

Exploring Preparatory Students’ Metaphorical Perceptions of ChatGPT

Abstract

The use of artificial intelligence (AI) has accelerated in numerous fields recently which has initiated to affect education and the process of language learning and teaching too. One of the most utilized and debated AI tool is ChatGPT released by OpenAI in November 2022. It has dominated various disciplines including language education. To that extend, some users appreciate it whereas others criticize. The main objective this research is to reveal the preparatory students’ metaphorical perceptions on ChatGPT in the process of learning or developing English. The study is conducted with 123 preparatory school students who currently study at different universities in Turkey. Phenomenological research design was applied for data collection. The data were gathered through Google Forms. The form consists of three parts. The first phase of it provides brief information about the aim of the study and the form itself. The second part touches upon the term metaphor with the help of examples. The last section aims at collecting the participants’ metaphorical perceptions. At this part, they need to complete the statement ‘ChatGPT is like ...... because......’. While the first blank clarifies their metaphorical perception, the second one is concerned with the reason of the preferred metaphor. The findings of the study were categorized under four titles namely, the replies related with tool/resource, companionship, supportive nature and flexibility and versatile. Some of the mostly written metaphors are teacher, facilitator, guide, helper. The result of the study facilitates understanding some young adult learners’ belief on using ChatGPT in language teaching.

Keywords

Language Learning , ChatGPT , Metaphor

References

• Abd Rahim, E. M., Abd Rahim, M. E., Razawi, N. A., & Mohamed, N. A. (2023). Students’ perception on the use of ChatGPT as a language learning tool. Idealogy Journal, 8(2), 70–78. https://doi.org/10.24191/idealogy.v8i2.456
• Adıgüzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152
• Ajlouni, A. O., Wahba, F. A. A., & Almahaireh, A. S. (2023). Students’ attitudes towards using ChatGPT as a learning tool: The case of the University of Jordan. International Journal of Interactive Mobile Technologies, 17(18), 99–117. https://doi.org/10.3991/ijim.v17i18.41753
• Akkaya, N., & Şengül, L. (2023). Chatbots and foreign language education. The Journal of Buca Faculty of Education, 58, 2988–2999. https://doi.org/10.53444/deubefd.1340781
• Alhalangy, A. G. I., & AbdAlgane, M. (2023). Exploring the impact of AI on the EFL context: A case study of Saudi universities. Journal of Intercultural Communication, 23(2), 41–49. https://doi.org/10.36923/jicc.v23i2.125
• Ali, J. K. M. (2023). Benefits and challenges of using ChatGPT: An exploratory study on English language programs. University of Bisha Journal for Humanities, 2(2), 629–641. https://doi.org/10.56540/jesaf.v2i2.55
• Allehyani, S. H., & Algamdi, M. A. (2023). Digital competencies: Early childhood teachers’ beliefs and perceptions of ChatGPT application in teaching English as a second language (ESL). International Journal of Learning, Teaching and Educational Research, 22(11), 343–363. https://doi.org/10.26803/ijlter.22.11.18
• An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2023). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28(5), 5187–5208. https://doi.org/10.1007/s10639-022-11286-z
• Aydin, F., Somuncu Demir, N., & Aksüt, P. (2021). Metaphoric perceptions of preservice teachers regarding technological change. International Journal of Technology in Education and Science, 5(3), 336–361. https://doi.org/10.46328/ijtes.177
• Aydoğmuş, M., & Arslantaş, S. (2021). Prospective teachers’ metaphors as a lens to understand how they perceive ‘Web 2.0.’ Research on Education and Media, 12(1), 58–68. https://doi.org/10.2478/rem-2020-0007
• Bao, M. (2020). Can home use of speech-enabled artificial intelligence mitigate foreign language anxiety? Arab World English Journal (AWEJ) Special Issue on CALL, 5, 28–40. https://doi.org/10.24093/awej/call5.3
• Baskara, R., & Mukarto, M. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343–358. https://doi.org/10.21093/ijeltal.v7i2.1387
• Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: A global perspective. Library Hi Tech. https://doi.org/10.1108/LHT-05-2023-0200
• Biswas, S. (2023). Role of ChatGPT in education. SSRN. https://doi.org/10.2139/ssrn.4369981
• Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), Article 38. https://doi.org/10.1186/s41239-023-00408-3
• Coancă, M. (2023). The role of artificial intelligence in teaching English for specific purposes. Journal of Information Systems & Operations Management, 17(1), 74–82. Retrieved from https://web.rau.ro/websites/jisom/Vol.17%20No.1%20-%202023/JISOM%2017.1_74-82.pdf
• Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, 55(6), 2503–2529. https://doi.org/10.1111/bjet.13460
• Darwin, R., Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), Article 2290342. https://doi.org/10.1080/2331186X.2023.2290342
• Dedebali, N. C. (2020). Analysis of digital literacy and metaphoric perceptions of teacher candidates. International Journal of Educational Methodology, 6(1), 135–145. https://doi.org/10.12973/ijem.6.1.135
• Demir, K., & Güraksın, G. E. (2022). Determining middle school students’ perceptions of the concept of artificial intelligence: A metaphor analysis. Participatory Educational Research, 9(2), 297–312. https://doi.org/10.17275/per.22.41.9.2
• Deng, J., & Lin, Y. (2022). The benefits and challenges of ChatGPT: An overview. Frontiers in Computing and Intelligent Systems, 2(2), 81–83. https://doi.org/10.54097/fcis.v2i2.4465
• Dinçer, N., & Bal, S. (2024). A qualitative journey on instructors’ perceptions of artificial intelligence in EFL education. In F. Pan (Ed.), AI in language teaching, learning, and assessment (pp. 78–100). IGI Global. https://doi.org/10.4018/979-8-3693-0872-1.ch005
• Divekar, R. R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., Chen, Y., & Braasch, J. (2022). Foreign language acquisition via artificial intelligence and extended reality: Design and evaluation. Computer Assisted Language Learning, 35(9), 2332–2360. https://doi.org/10.1080/09588221.2021.1879162
• El Hadi, A. (2023). Artificial intelligence background, definitions, challenges, and benefits. Compunet, 31, 1–13. https://doi.org/10.21608/jstc.2023.297957
• Erbaş, M. Z. (2023). Exploring the perspectives of EFL teachers on the integration of artificial intelligence in language classrooms and the perceived impact of AI on the future of their profession. In 9th International KTUDELL Conference: Language, Literature and Translation (p. 181). Trabzon, Türkiye. Retrieved from https://www.ktu.edu.tr/dosyalar/ktudellconference2023_85491.pdf
• Farhi, F., Jeljeli, R., Aburezeq, I., Dweikat, F. F., Al Shami, S. A., & Slamene, R. (2023). Analyzing the students’ views, concerns, and perceived ethics about ChatGPT usage. Computers and Education: Artificial Intelligence, 5, Article 100180. https://doi.org/10.1016/j.caeai.2023.100180
• Fitria, T. N. (2023, March). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. ELT Forum: Journal of English Language Teaching, 12(1), 44–58. https://doi.org/10.15294/elt.v12i1.64069