Yabancı Dil Olarak Türkçe Öğretiminde Yapay Zekâ Uygulamaları

Year 2025, Volume: 5 Issue: Özel Sayı, 170 - 187, 31.12.2025

Ahmet Demirel

https://doi.org/10.5281/zenodo.17835197

Abstract

Bu araştırmanın amacı yabancı dil olarak Türkçe öğretiminde yararlanılabilecek yapay zekâ (YZ) destekli dil öğrenme uygulamalarının incelenerek bu uygulamaların kullanıcılarına sunduğu güncel fırsatların tespit edilmesidir. Böylece yabancı dil olarak Türkçe öğretiminde bu uygulamalardan hangi amaçlarla ve nasıl yararlanılabileceğine ilişkin çıkarımlarda bulunulması amaçlanmıştır. Bu doğrultuda Türkçe öğrenme seçeneği bulunan YZ destekli dil öğrenme uygulamaları tespit edilmiş ve bu uygulamalar doküman analizinden yararlanılarak incelenmiştir. Doküman analizi ile elde edilen verilerin çözümlenmesinde içerik analizi tekniğine başvurulmuştur. Bulgular YZ destekli uygulamaların öğrenenlere dil pratiği yapma, hedef belirleme/süreç izleme/dil öğrenme planı oluşturma, geri bildirim alma veya verme, sertifika alma, video/ses/fotoğraf gibi materyallerden yararlanma, oyun tabanlı öğrenme, çevrimiçi/çevrimdışı/etkileşimli derslerle öğrenme gibi fırsatlar sunabildiğini göstermektedir. Ayrıca bulgular YZ uygulamalarının öğrenme süreçlerinin bireysel ilgi ve ihtiyaçlara uygun ve düşük maliyetli bir şekilde gerçekleştirilebilmesine aracılık edebileceğine işaret etmektedir. Bunlar YZ uygulamalarının öğrencilerin temel dil becerilerini geliştirme, öğrenme motivasyonunu ve başarısını artırma potansiyeline sahip olduğunu göstermektedir. Araştırma sonuçları YZ destekli uygulamaların temel dil becerilerinin geliştirilmesi, söz varlığının zenginleştirilmesi, öğrenme motivasyonunun artırılması, telaffuz becerilerinin geliştirilmesi amacıyla yararlanılabilecek araçlar olduğuna işaret etmektedir. Bunlardan hareketle YZ uygulamalarının bilinçli ve etik bir şekilde kullanıldığında Türkçe öğrenme ve öğretme sürecine katkı sunabileceği söylenebilir. Ancak bu uygulamaların amacına uygun, dengeli ve doğru bir biçimde kullanımı önemlidir. Dolayısıyla YZ uygulamaları, bunların bilinçli ve etik kullanımı hakkında hem öğretmenlere hem de öğrencilere bilgi ve beceri kazandırmaya yönelik çalışmaların gerçekleştirilmesi önerilmektedir.

Keywords

Dil öğrenme uygulamaları , mobil öğrenme , yabancı dil olarak Türkçe öğretimi , yapay zekâ , yapay zekâ uygulamaları

Ethical Statement

Araştırma etik kurul izni gerektirmemektedir.

Supporting Institution

Bu çalışma, Nevşehir Hacı Bektaş Veli Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi tarafından desteklenmiştir.

Project Number

HZP25S8

Thanks

Desteklerinden dolayı Nevşehir Hacı Bektaş Veli Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimine teşekkür ederim.

Artificial Intelligence Applications in Teaching Turkish as a Foreign Language

Abstract

This research aims to examine artificial intelligence-supported language learning applications that can be used in teaching Turkish as a foreign language and to determine the current opportunities these applications offer their users. Thus, it aims to make inferences about how and what the purposes of these applications can be used in teaching Turkish as a foreign language. In this direction, AI-supported language learning applications that have the option of learning Turkish were identified, and these applications were examined using document analysis. The content analysis technique was used to analyze the data obtained through document analysis. Findings show that AI-supported applications can provide learners with opportunities such as language practice, goal setting/process monitoring/creating a language learning plan, receiving or giving feedback, receiving certificates, using materials such as video/audio/photo, game-based learning, and learning with online/offline/interactive lessons. The findings also indicate that AI applications can help learning processes to be carried out in a way that suits individual needs and is economical. These show that AI applications can potentially improve students' basic language skills and increase learning motivation and achievement. The research results indicate that AI-supported language learning applications can develop learners' basic language skills, enrich their vocabulary, increase learning motivation, and improve pronunciation. Based on these, it can be said that AI applications, when used consciously and ethically, can contribute to the Turkish learning and teaching process. However, the appropriate, balanced, and correct use of these applications is important. Therefore, it is recommended that studies be carried out to provide both teachers and students with knowledge and skills regarding the conscious and ethical use of AI applications.

Keywords

Artificial intelligence , artificial intelligence applications , language learning applications , mobile learning , teaching Turkish as a foreign language

Ethical Statement

Research does not require ethical committee approval.

Supporting Institution

This study was supported by the Scientific Research Projects Coordination Unit of Nevşehir Hacı Bektaş Veli University.

Project Number

HZP25S8

Thanks

I would like to thank the Scientific Research Projects Coordination Unit of Nevşehir Hacı Bektaş Veli University for their support.

References

• Abduljawad, M., & Ahmad, A. (2023). An analysis of mobile learning (M-Learning) in education. Multicultural Education, 9(2), 145-152. https://doi.org/10.5281/zenodo.7665894
• Aktaş, Y., Beklen, S., ve Özaydın, Ş. (2023). Türkçenin yabancı dil olarak öğretiminde mobil teknoloji uygulamalarına ilişkin öğrenci görüşleri. Bezgek Yabancılara Türkçe Öğretimi Dergisi, 2(4), 237-248. https://doi.org/10.56987/bezgek.1386194
• Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır? Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
• Banaz, E. ve Demirel, O. (2024). Türkçe öğretmen adaylarının yapay zekâ okuryazarlıklarının farklı değişkenlere göre incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (60), 1516-1529. https://doi.org/10.53444/deubefd.1461048
• Basal, A., Yilmaz, S., Tanriverdi, A. ve Sari, L. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary educational technology, 7(1), 47-59. https://dergipark.org.tr/en/download/article-file/252267
• Behera S. K. (2013) E- and M-Learning: A comparative study. International Journal on New Trends in Education and Their Implications, 4(3), 65–78. https://doi.org/10.12691/education-4-18-3
• Booton, S. A., Hodgkiss, A., & Murphy, V. A. (2023). The impact of mobile application features on children’s language and literacy learning: a systematic review. Computer Assisted Language Learning, 36(3), 400-429. https://doi.org/10.1080/09588221.2021.1930057
• Cantos, K. F., Varas Giler, R. C., & Castro Magayanes, I. E. (2023). Artificial Intelligence In Language Teaching and Learning. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 5629-5638. https://doi.org/10.37811/cl_rcm.v7i4.7368
• Chee, K. N., Yahaya, N., & Ibrahim, N. H. (2017). Effectiveness of mobile learning application in improving reading skills in Chinese language and towards post-attitudes. International Journal of Mobile Learning and Organisation, 11(3), 210-225. https://doi.org/10.1504/IJMLO.2017.085347
• Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645. https://doi.org/10.1016/j.compedu.2007.06.011
• Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278.
• Chuang, H. Y. (2016). Mobile assisted language learning APPs for the Chinese classroom. Journal of Technology and Chinese Language Teaching, 7(2), 113-119. http://www.tclt.us/journal/2016v7n2/chuang.pdf
• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper Saddle River, NJ.
• Çangal, Ö., Çelik, M. E., ve Başar, U. (2025). Yabancılara Türkçe öğretiminde yapay zekâ kullanımına yönelik öğretici görüşleri. Aydın TÖMER Dil Dergisi, 10(1), 57-97. https://dergipark.org.tr/tr/pub/aydintdd/issue/91121/1611969
• Çelik, H. (2023). Eğitimde yapay zekâ uygulamaları. E. P. Yıldız (Ed.), Eğitimde yeni nesil teknolojiler içinde (ss. 25–41). Efe Akademi.
• Dumanlı Kadızade, E. (2015). Yabancılara Türkçe öğretiminde akıllı telefon uygulamaları üzerine inceleme. The Journal of Academic Social Sciences, 10(10), 742-752. https://doi.org/10.16992/ASOS.574
• Ebrahimi, M. (2022). Ubiquitous learning: the effect of LingAR application on EFL learners’ language achievement and the realization of their motivation towards mobile learning. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2022.2041044
• Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019). Development of a mobile game application to boost students’ motivation in learning English vocabulary. IEEE Access, 7, 13326–13337. https://doi.org/10.1109/ACCESS.2019.2891504
• Elaish, M. M., Shuib, L., Ghani, N. A., Yadegaridehkordi, E., & Alaa, M. J. I. A. (2017). Mobile learning for English language acquisition: Taxonomy, challenges, and recommendations. IEEE Access, 5, 19033–19047. https://ieeexplore.ieee.org/abstract/document/8032487
• Gamlo, N. (2019). The Impact of mobile game-based language learning apps on EFL learners' motivation. English Language Teaching, 12(4), 49-56. https://doi.org/10.5539/elt.v12n4p49
• Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15(2), 2–11. http://llt.msu.edu/issues/june2011/emerging.pdf
• Gücüyeter, B. ve İskender, M. E., (2022). Yabancı Dil Olarak Türkçe Öğretiminde Mobil Uygulamalar: Dijitalleşmenin Neresindeyiz? . III. Uluslararası Türkçenin Yabancı Dil Olarak Öğretimi Sempozyumu (ss. 40). İstanbul, TÜRKİYE.
• Gürkan, S. (2018). The effects of a mobile assisted vocabulary learning application on vocabulary learning. Turkish Online Journal of Qualitative Inquiry, 9(3), 288-311. https://doi.org/10.17569/tojqi.407512
• Güzey, C., Çakır, O., Athar, M. H. ve Yurdaöz, E. (2023). Eğitimde yapay zekâ üzerine gerçekleştirilmiş araştırmalardaki eğilimlerin incelenmesi. Bilgi ve İletişim Teknolojileri Dergisi, 5(1), 67-78. https://doi.org/10.53694/bited.1060730
• Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, research issues and applications of artificial intelligence in language education. Educational Technology & Society, 26(1), 112-131.
• Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in english language learning—A challenge for foreign language education. Education Sciences, 9(3), 179. https://doi.org/10.3390/educsci9030179
• Karagöl, E., ve Yıldırım, D. (2025). Türkçe Eğitiminde Yapay Zekâ Kullanımı: Türkçe Eğitimcileri Yapay Zekâ Hakkında Ne Düşünüyor? Ana Dili Eğitimi Dergisi, 13(2), 356-374. https://doi.org/10.16916/aded.1611540
• Kazancı, A. ve Dönmez, F. İ. (2013). Okul 2.0: Eğitimde sosyal medya ve mobil uygulamalar. Anı Yayıncılık.
• Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170-189. https://dergipark.org.tr/en/pub/susbid/issue/54983/727462
• Klimova, B. (2021). Evaluating impact of mobile applications on EFL university learners’ vocabulary learning–A review study. Procedia Computer Science, 184, 859-864. https://doi.org/10.1016/j.procs.2021.03.108
• Kuimova, M., Burleigh, D., Uzunboylu, H. & Bazhenov, R. (2018). Positive effects of mobile learning on foreign language learning. TEM journal, 7(4), 837-841. https://www.ceeol.com/search/article-detail?id=717446
• Kumar, B. A., & Chand, S. (2018). Mobile app to support teaching in distance mode at Fiji National University: Design and evaluation. International Journal of Virtual and Personal Learning Environments (IJVPLE), 8(1), 25-37. https://doi.org/ 10.4018/IJVPLE.2018010102
• Kumar, B. A., & Goundar, M. S. (2023). Developing mobile language learning applications: a systematic literature review. Education and Information Technologies, 28(5), 5651-5671. https://doi.org/10.1007/s10639-022-11377-x
• Kumar, B. A., & Sharma, B. (2020). Context aware mobile learning application development: A systematic literature review. Education and Information Technologies, 25(3), 2221-2239. https://doi.org/10.1007/s10639-019-10045-x
• Kusmaryani, W., Musthafa, B., & Purnawarman, P. (2019, April). The influence of mobile applications on students’ speaking skill and critical thinking in English language learning. In Journal of Physics: Conference Series (Vol. 1193, No. 1, p. 012008). IOP Publishing.
• Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: A systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878-919. https://doi.org/10.1080/09588221.2018.1541359
• Mengorio, T. M., & Dumlao, R. (2019). The Effect of Integrating Mobile Application in Language Learning: An Experimental Study. Journal of English Teaching, 5(1), 50-62. https://doi.org/10.33541/jet.v5i1.1058
• Metruk, R. (2024). Mobile-assisted language learning and pronunciation instruction: A systematic literature review. Education and Information Technologies, 29, 1-28. https://doi.org/10.1007/s10639-023-11766-5
• Morandín Ahuerma, F. (2022). What is Artificial Intelligence? International Journal of Research Publication and Reviews, 3(12), 1947-1951.
• Ozer, O., & Kılıç, F. (2018). The effect of mobile-assisted language learning environment on EFL students’ academic achievement, cognitive load and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2915-2928. https://doi.org/10.29333/ejmste/90599
• Önal, N., Çevik, K. K., & Şenol, V. (2022). The effect of SOS table learning environment on mobile learning tools acceptance, motivation and mobile learning attitude in English language learning. Interactive Learning Environments, 30(5), 834-847. https://doi.org/10.1080/10494820.2019.1674889
• Park, Y. (2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distributed Learning, 12(2), 78–102. https://doi.org/10.19173/irrodl.v12i2.791
• Poláková, P. (2022). Use of a mobile learning application in the process of foreign vocabulary learning. Procedia Computer Science, 207, 64-70. https://doi.org/10.1016/j.procs.2022.01.009
• Poláková, P., & Klímová, B. (2020). Assessment of vocabulary knowledge through a mobile application. Procedia Computer Science, 176, 1523-1530. https://doi.org/10.1016/j.procs.2020.01.433
• Rahimi, M., & Miri, S. S. (2014). The impact of mobile dictionary use on language learning. Procedia-Social and Behavioral Sciences, 98, 1469-1474. https://doi.org/10.1016/j.sbspro.2014.03.222
• Sak, R., Şahin Sak, İ. T., Öneren Şendil, Ç. ve Nas, E. (2021). Bir araştırma yöntemi olarak doküman analizi. Kocaeli Üniversitesi Eğitim Dergisi, 4(1), 227-250. http://doi.org/10.33400/kuje.843306
• Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation. Frontiers in Psychology, 14, 1210187. https://doi.org/10.3389/fpsyg.2023.1210187
• Sung, Y. T., Chang, K. E., & Yang, J. M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational research review, 16, 68-84. https://doi.org/10.1016/j.edurev.2015.03.001
• Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94. https://doi.org/10.1016/j.compedu.2015.11.008
• Şendoğdu, K. ve Boylu, E. (2023). Türkçeyi Yabancı Dil Olarak Uzaktan Öğretenlerin Dijital Öğretim Materyali Geliştirme Öz Yeterlikleri. Uluslararası Türkçe Öğretimi Araştırmaları Dergisi, 3(2), 132-160. https://doi.org/10.5281/zenodo.10040213
• Tenekeci, M. (2020). Türkçe öğretiminde Web uygulamaları ve mobil uygulamalar ile bunların öğretmenlerce bilinirliği. Millî Eğitim Dergisi, 49(227), 429-445. https://doi.org/10.37669/milliegitim.657118
• Tseng, W. T., Chen, S., Wang, S. P., Cheng, H. F., Yang, P. S., & Gao, X. A. (2022). The effects of MALL on L2 pronunciation learning: A meta-analysis. Journal of Educational Computing Research, 60(5), 1220-1252. https://doi.org/10.1177/07356331221086997
• Türel, Y. K., & Davudova, E. (2022). Evaluation of mobile applications in foreign language learning at early age. Journal of Educational Technology and Online Learning, 5(3), 738-753. https://doi.org/10.31681/jetol.1158662
• Vazquez-Cano, E. (2014). Mobile distance learning with smartphones and apps in higher education. Educational Sciences: Theory and Practice, 14(4), 1505-1520. https://doi.org/10.12738/estp.2014.4.2012
• Wongsuriya, P. (2020). Improving the Thai Students' Ability in English Pronunciation through Mobile Application. Educational Research and Reviews, 15(4), 175-185. https://doi.org/10.5897/ERR2020.3997
• Woo, J. H., & Choi, H. Y. (2021). Systematic review for AI-based language learning tools. Journal of Digital Contents Society, 22(11), 1783–1792. https://doi.org/10.9728/dcs.2021.22.11.1783
• Xodabande, I., & Atai, M. R. (2022). Using mobile applications for self-directed learning of academic vocabulary among university students. Open Learning: The Journal of Open, Distance and e-Learning, 37(4), 330-347. https://doi.org/10.1080/02680513.2021.1991997
• Yang, J. (2013). Mobile assisted language learning: review of the recent applications of emerging mobile technologies. English Language Teaching, 6(7), 19-25. https://doi.org/10.5539/elt.v6n7p19