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

Yıl 2025, Cilt: 4 Sayı: 1, 209 - 227, 19.06.2025

Nilgün Korkut

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

Etik Beyan

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

Destekleyen Kurum

Istanbul Aydın Üniversitesi

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

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.

Destekleyen Kurum

Istanbul Aydın University

Teşekkür

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

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