An Examination of International Students’ Awareness and Perceptions of Artificial Intelligence Integration in Turkish Language Learning

Abstract

This study aims to examine the awareness, perceptions, and opinions of international students studying in Türkiye regarding the integration of artificial intelligence based applications into the learning process of Turkish as a foreign language. The research was conducted using a cross-sectional survey design, and data were collected from 350 international students through a validated five-point Likert-type scale. The study’s theoretical framework is grounded in the Technology Acceptance Model (TAM), the Cultural Adaptation and Ethical Concerns Model, and the Pedagogical Benefit and Awareness Model. The findings revealed that 70% of the participants actively use AI-based platforms for language practice, and they hold positive perceptions of pedagogical advantages, including flexible learning environments (75%), personalized feedback (70%), and culturally enriched content (80%). However, ethical concerns such as cultural bias (40%) and data transparency (25%) were also prominently expressed. Demographic analyses revealed that awareness of AI is significantly associated with age, nationality, and duration of study (p < 0,05), while gender-based differences were observed in perception scores (p = 0,034). The results suggest that international students possess a high level of awareness regarding AI-supported Turkish language learning and perceive these technologies as pedagogically beneficial. Nevertheless, the study highlights the crucial importance of developing transparent and inclusive systems that are sensitive to cultural and ethical considerations during the integration process. In this context, the research emphasizes the need to adopt culturally responsive and ethically grounded strategies for integrating AI technologies into language teaching curricula.

Keywords

• Artificial intelligence
• cultural adaptation
• pedagogical benefit
• technology acceptance model
• Turkish language teaching

Uluslararası Öğrencilerin Türkçe Öğretiminde Yapay Zekâ Entegrasyonuna Yönelik Farkındalık ve Algılarının İncelenmesi

Abstract

Bu araştırma Türkiye’de öğrenim gören uluslararası öğrencilerin Türkçeyi yabancı dil olarak öğrenme süreçlerinde yapay zekâ tabanlı uygulamalara yönelik farkındalık, algı ve görüşlerini incelemeyi amaçlamaktadır. Araştırma kesitsel tarama modeli ile yürütülmüş ve 350 uluslararası öğrenciden veriler beşli Likert tipi bir ölçekle toplanmıştır. Teknoloji Kabul Modeli (TAM), Kültürel Uyum ve Etik Kaygılar Modeli ile Pedagojik Fayda ve Farkındalık Modeli araştırmanın kuramsal çerçevesini oluşturmaktadır. Elde edilen bulgular katılımcıların %70’inin YZ tabanlı platformları aktif şekilde kullandığını ve Likert ölçekle değerlendirilen esnek öğrenme (%75), kişiselleştirilmiş geri bildirim (%70) ve kültürel içerik (%80) gibi pedagojik avantajlara ilişkin olumlu algılar taşıdığını ortaya koymuştur. Buna karşılık kültürel önyargı (%40) ve veri şeffaflığı (%25) gibi etik konulara yönelik endişeler dikkat çekmiştir. Demografik analizler; yaş, milliyet ve öğrenim süresi gibi değişkenlerin YZ farkındalığı üzerinde anlamlı etkiler yarattığını (p<0,05), cinsiyetin ise YZ algısı düzeyinde farklılık oluşturduğunu (p=0,034) göstermiştir. Sonuçlar uluslararası öğrencilerin YZ destekli Türkçe öğreniminde yüksek farkındalığa sahip olduklarını ve bu teknolojileri pedagojik olarak faydalı bulduklarını göstermektedir. Ancak kültürel ve etik duyarlılıklar göz önünde bulundurularak geliştirilecek şeffaf ve kapsayıcı sistemlerin entegrasyon sürecinde kritik öneme sahip olduğu vurgulanmaktadır. Bu bağlamda çalışma, YZ teknolojilerinin dil öğretimi müfredatına uyarlanmasında kültürel uygunluk ve etik tasarıma dayalı stratejilerin gerekliliğini ön plana çıkarmaktadır.

Keywords

• Kültürel uyum
• pedagojik fayda
• teknoloji kabul modeli
• Türkçe öğretimi
• yapay zekâ destekli dil öğretimi

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