AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar

Nilgün Korkut

TR EN

K–12 Eğitiminde Yapay Zekâ Destekli İngilizce Dil Öğretimi: Dört Beceri, Kelime ve Dilbilgisi Odaklı Bir Yaklaşım

Öz

Yapay zekâ destekli uygulamaların dil eğitimine katkısı, özellikle K–12 düzeyinde giderek daha çok ilgi görmektedir. Son yıllarda geliştirilen araçlar, dört temel dil becerisiyle birlikte kelime bilgisi ve dilbilgisi öğretiminde de öğretmenlere farklı imkânlar sunmaktadır. Ancak mevcut çalışmaların büyük bir kısmı ya belirli becerilere odaklanmakta ya da daha çok yetişkin öğrenicilerle sınırlı kalmaktadır. Bu çalışma, K–12 bağlamında yapay zekâ destekli dil öğretimini bütüncül bir bakışla ele almakta ve dinleme, konuşma, okuma, yazma becerilerinin yanı sıra kelime ve dilbilgisi gelişimine yönelik uygulamaları kavramsal düzeyde incelemektedir. Literatür temelli olarak yürütülen çalışmada, yapay zekâ araçlarının öğrencilerin katılımı, motivasyonu ve beceri gelişimi üzerindeki etkileri değerlendirilmiş; ayrıca öğretmenlerin karşılaştığı zorluklar ve uygulamada dikkat edilmesi gereken noktalar ortaya konmuştur. Elde edilen bulgular, sınıf içi uygulamalara ve gelecekte yapılabilecek araştırmalara yönelik öneriler sunmaktadır.

Anahtar Kelimeler

Yapay zekâ, dil becerileri, kelime bilgisi, dilbilgisi, dil öğretimi, K12

Destekleyen Kurum

Istanbul Aydın Üniversitesi

Etik Beyan

Bu çalışma, insan katılımcılarla doğrudan veri toplamayı içermediğinden etik kurul onayı gerektirmemektedir. Etik kurallara ve akademik dürüstlük ilkelerine uygun olarak yürütülmüştür.

Teşekkür

Bu çalışma, yüksek lisans öğrenimim süresince bana katkı sağlayan tüm akademisyenlere teşekkürlerimi sunarım.

AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar

Öz

Artificial intelligence (AI) tools have started to play an important role in language education, especially at the K–12 level. In recent years, various applications have been developed to support not only the four basic language skills but also vocabulary and grammar instruction. However, many existing studies focus on specific skills or mainly on adult learners. This study aims to present a holistic perspective on AI-supported language teaching in the K–12 context, examining how these technologies contribute to listening, speaking, reading, writing, vocabulary, and grammar development. Based on a conceptual review of the literature, the study discusses the effects of AI tools on learner engagement, motivation, and skill improvement. It also considers the difficulties that teachers may face during implementation. The findings provide practical suggestions for classroom practices and future research.

Anahtar Kelimeler

Artificial intelligence, Language skills, K–12 education, Vocabulary teaching, Grammar learning, Language instruction

Destekleyen Kurum

Istanbul Aydın University

Etik Beyan

This study does not involve any human participants or data collection. Therefore, ethical approval was not required. The research was conducted in accordance with academic integrity and ethical principles.

Teşekkür

The author gratefully acknowledges the academic support received during the MA in English Language Teaching program.

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Uygulamalı Dilbilim ve Eğitim Dilbilimi

Bölüm

Araştırma Makalesi

Yazarlar

Nilgün Korkut ^*
0009-0007-8906-3145
Türkiye

Yayımlanma Tarihi

19 Haziran 2025

Gönderilme Tarihi

25 Nisan 2025

Kabul Tarihi

26 Mayıs 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 4 Sayı: 1

IZ

https://izlik.org/JA33KC42PR

APA

Korkut, N. (2025). AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar. BABUR Research, 4(1), 209-227. https://izlik.org/JA33KC42PR

AMA

1.Korkut N. AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar. BABUR Research. 2025;4(1):209-227. https://izlik.org/JA33KC42PR

Chicago

Korkut, Nilgün. 2025. “AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar”. BABUR Research 4 (1): 209-27. https://izlik.org/JA33KC42PR.

EndNote

Korkut N (01 Haziran 2025) AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar. BABUR Research 4 1 209–227.

IEEE

[1]N. Korkut, “AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar”, BABUR Research, c. 4, sy 1, ss. 209–227, Haz. 2025, [çevrimiçi]. Erişim adresi: https://izlik.org/JA33KC42PR

ISNAD

Korkut, Nilgün. “AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar”. BABUR Research 4/1 (01 Haziran 2025): 209-227. https://izlik.org/JA33KC42PR.

JAMA

1.Korkut N. AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar. BABUR Research. 2025;4:209–227.

MLA

Korkut, Nilgün. “AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar”. BABUR Research, c. 4, sy 1, Haziran 2025, ss. 209-27, https://izlik.org/JA33KC42PR.

Vancouver

1.Nilgün Korkut. AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar. BABUR Research [Internet]. 01 Haziran 2025;4(1):209-27. Erişim adresi: https://izlik.org/JA33KC42PR

Deniz Demiryakan

K–12 Eğitiminde Yapay Zekâ Destekli İngilizce Dil Öğretimi: Dört Beceri, Kelime ve Dilbilgisi Odaklı Bir Yaklaşım

Öz

Anahtar Kelimeler

Destekleyen Kurum

Etik Beyan

Teşekkür

AI-Enhanced English Language Teaching in K–12 Education: A Focus on Four Skills, Vocabulary, and Grammar

Öz

Anahtar Kelimeler

Destekleyen Kurum

Etik Beyan

Teşekkür

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

IZ

Kaynak Göster