Implications of AutoGPT on Feedback in English Language Pedagogy: A Qualitative Inquiry into Teachers' Perspectives

Yıl 2024, , 212 - 229, 30.09.2024

Erdem Demirbek , Feyza Nur Ekizer

https://doi.org/10.38151/akef.2024.139

Öz

Technological advancements in education offer innovative tools that significantly impact the teaching and learning processes. Among these innovations, artificial intelligence (AI)-supported tools such as AutoGPT promise revolutionary changes in the field of English Language Teaching (ELT). This study aims to investigate the integration of AutoGPT into feedback processes in ELT at a private school in Konya. The research seeks to explore the effects of AutoGPT on feedback mechanisms in ELT and to examine teachers’ perceptions and experiences regarding the use of this AI tool. Conducted from a basic qualitative research design, this study involved semi-structured interviews with English teachers who had at least two years of teaching experience and had used AutoGPT for feedback purposes. The interviews aim to uncover teachers' views on the effectiveness of AutoGPT and the challenges encountered. The data were analyzed using thematic analysis with MAXQDA 24 software, identifying key themes related to the advantages, limitations, and practical applications of AutoGPT in ELT. The findings reveal that teachers consider AutoGPT a valuable tool for providing quick and comprehensive feedback on student writing. It was highlighted that AutoGPT effectively addresses students' difficulties in understanding concepts, alleviates teachers' workload, and offers objective evaluations to save time. However, concerns about the excessive use of technology potentially reducing students' sense of responsibility were also expressed. This study indicates that experienced teachers are necessary for the effective use of AutoGPT in ELT, and in this context, the development of comprehensive AI training programs for teachers is proposed.

Anahtar Kelimeler

AutoGPT, English Language Education, Feedback Mechanisms, Artificial Intelligence In Teaching, Teacher Perspectives

AutoGPT'nin İngiliz Dili Pedagojisinde Geribildirim Üzerindeki Etkileri: Öğretmen Algıları Üzerine Nitel Bir Araştırma

Öz

Eğitimdeki teknolojik gelişmeler, öğretim ve öğrenme süreçlerini önemli ölçüde etkileyen yenilikçi araçlar sunmaktadır. Bu yenilikler arasında yer alan AutoGPT gibi yapay zekâ destekli araçlar, İngilizce Dil Eğitimi (ELT) alanında devrim niteliğinde değişiklikler vaat etmektedir. Bu çalışma, Konya ilinde bulunan özel bir okulda AutoGPT’nin İngilizce dil öğretiminde geri bildirim süreçlerine entegrasyonunu incelemeyi amaçlamaktadır. Araştırmada, AutoGPT’nin ELT’deki geri bildirim mekanizmaları üzerindeki etkileri ve öğretmenlerin bu yapay zekâ aracını kullanma konusundaki algılarının ve tecrübelerinin keşfedilmesini Eğitimdeki teknolojik gelişmeler, öğretim ve öğrenme süreçlerini önemli ölçüde etkileyen yenilikçi araçlar sunmaktadır. Bu yenilikler arasında yer alan AutoGPT gibi yapay zekâ destekli araçlar, İngilizce Dil Eğitimi (ELT) alanında devrim niteliğinde değişiklikler vaat etmektedir. Bu çalışma, Konya ilinde bulunan özel bir okulda AutoGPT’nin İngilizce dil öğretiminde geri bildirim süreçlerine entegrasyonunu incelemeyi amaçlamaktadır. Araştırmada, AutoGPT’nin ELT’deki geri bildirim mekanizmaları üzerindeki etkileri ve öğretmenlerin bu yapay zekâ aracını kullanma konusundaki algılarının ve tecrübelerinin keşfedilmesini hedeflemektedir. Temel nitel araştırma deseni ile yürütülen bu çalışmada, en az iki yıllık öğretim deneyimi olan ve AutoGPT’yi geri bildirim amacıyla kullanmış İngilizce öğretmenleri ile yarı yapılandırılmış görüşmeler yapılmıştır. Görüşmeler, AutoGPT’nin etkinliği ve karşılaşılan zorluklar konusundaki öğretmen görüşlerini ayrıntılı olarak ortaya çıkarmayı amaçlamaktadır. Veriler, MAXQDA 24 yazılımı kullanılarak tematik analiz yöntemiyle analiz edilmiş ve AutoGPT’nin ELT’deki avantajları, sınırlamaları ve pratik uygulamalarıyla ilgili temel temalar belirlenmiştir. Bulgular, öğretmenlerin AutoGPT’yi özellikle öğrenci yazılarını değerlendirme konusunda hızlı ve kapsamlı geri bildirim sağlama aracı olarak değerli bulduklarını ortaya koymuştur. AutoGPT’nin, öğrencilerin kavramları anlamakta yaşadıkları zorlukları gidermede etkili bir geri bildirim sağladığı, ayrıca öğretmenlerin iş yükünü hafiflettiği ve objektif değerlendirmeler sunarak zaman kazandırdığı vurgulanmıştır. Bununla birlikte, teknolojinin aşırı kullanımının öğrencilerin sorumluluklarını azaltabileceği yönündeki endişeler de dile getirilmiştir. Bu çalışmada, AutoGPT’nin ELT’de etkili bir şekilde kullanılabilmesi için deneyimli öğretmenlerin gerekli olduğu belirtilmiştir; bu bağlamda eğitimciler için kapsamlı yapay zekâ eğitim programlarının geliştirilmesi önerilmektedir.

Anahtar Kelimeler

AutoGPT, Geri Bildirim Mekanizmaları, Öğretimde Yapay Zeka, Öğretmen Bakış Açıları, İngiliz Dili Eğitimi

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