Yabancı Dil Öğreniminde ChatGPT Kullanımı ve Üniversite Öğrencilerinin Deneyimleri

Öz

Bu çalışma, yabancı dil öğrenenlerin ChatGPT kullanım deneyimlerini ortaya koymayı amaçlamaktadır. Araştırma, fenomenolojik bir desen kullanılarak yürütülmüştür. Araştırmacılar, katılımcıların yapay zekâ temelli dil öğrenme sürecine ilişkin algılarını, tutumlarını ve deneyimlerini derinlemesine anlamaya çalışmışlardır. Çalışma grubu, ölçüt tabanlı amaçlı örnekleme yoluyla seçilen yedi Mütercim Tercümanlık Bölümü ikinci sınıf öğrencisinden oluşmaktadır. Katılımcıların seçilmesinde iki temel ölçüt göz önünde bulundurulmuştur: yabancı dil öğrenen olma durumları ve ChatGPT'yi aktif olarak kullanmaları. Veriler yarı yapılandırılmış görüşmelerle toplanmıştır. Görüşme soruları, katılımcıların ChatGPT'yi kullanma amaçları, sıklığı ve biçiminin yanı sıra bu kullanımın dil becerileri, motivasyon, özgüven, eleştirel düşünme ve yaratıcılık üzerindeki etkilerine odaklanmıştır. İçerik analizi kullanılmıştır. Sonuçlar, katılımcıların ChatGPT'yi genel öğrenme süreçlerine katkıda bulunan, motive edici olan ve dil gelişimini destekleyen bir araç olarak değerlendirdiğini göstermiştir. Elde edilen bulgular, yapay zekâ destekli dil öğrenimi çalışmalarına teorik ve pratik açıdan katkı sağlayabileceği gibi, yabancı dil öğretim ortamlarında ChatGPT’nin pedagojik destek aracı olarak kullanımına yönelik önerilerin geliştirilmesine de katkı sağlayabilir.

Anahtar Kelimeler

• ChatGPT
• Yabancı dil öğrenimi
• Öğrenci deneyimi

Use of ChatGPT in Foreign Language Learning and University Students' Experiences

Öz

This study aims to reveal the experiences of foreign language learners using ChatGPT. The research was conducted using a phenomenological design. Researchers tried to gain an in-depth understanding of the participants' perceptions, attitudes, and experiences regarding the artificial intelligence-based language learning process. The study group consisted of seven second-year students in the Department of Translation and Interpreting, selected through criterion-based purposive sampling. Two primary criteria were considered in the selection of participants: their status as foreign language learners and their active use of ChatGPT. Data were collected through semi-structured interviews. Interview questions focused on the purposes, frequency, and manner in which participants use ChatGPT, as well as the effects of this use on language skills, motivation, self-confidence, critical thinking, and creativity. Content analysis was used. The findings showed that the participants evaluated ChatGPT as a tool that contributes to their overall learning process, is motivating, and supports language development. The potential findings may contribute theoretically and practically to the studies on artificial intelligence-supported language learning and may also pave the way for the development of recommendations for the use of ChatGPT as a pedagogical support tool in foreign language teaching environments.

Anahtar Kelimeler

• ChatGPT
• Foreign language learning
• Student experience

Kaynakça

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