AI in Foreign Language Learning: Changing Usage Practices, Perceptions, and Training Needs among EFL Students

Yıl 2025, Cilt: 42 Sayı: 3, 73 - 90, 31.12.2025

Nalan Bayraktar Balkır , Ece Zehir Topkaya

https://doi.org/10.52597/buje.1687891

Öz

AI is increasingly influencing foreign language education, with students gradually incorporating it into their learning. This study explores EFL learners’ changing usage practices, perceptions, and training needs related to AI tools in language learning and academic tasks at a Turkish university. Employing a cross-sectional survey design with both quantitative and qualitative methods, data were collected through a structured questionnaire in two waves to identify changes over time. Findings show increased use of AI, especially for vocabulary, grammar, and writing support, with more usage of chatbots and writing assistants in the second phase. While students valued AI’s role in enhancing language skills and academic performance, concerns emerged about ethical implications, overdependence, and reduced critical thinking. Over time, students expressed greater acceptance of AI and emphasized the need for ethical guidelines, skill development, and structured classroom integration. The study highlights the importance of teacher training, student awareness, and institutional support for effective and responsible AI use in language education

Anahtar Kelimeler

Artificial Intelligence (AI) in foreign language learning , EFL learners’ AI perceptions , AI tool usage practices , AI integration in curriculum , training needs

Yabancı Dil Öğreniminde Yapay Zeka: İngilizceyi Yabancı Dil Olarak Öğrenen Öğrenciler Arasındaki Değişen Kullanım Uygulamaları, Algılar ve Eğitim İhtiyaçları

Öz

Yapay zeka (YZ), yabancı dil eğitimini giderek daha fazla etkilemekte ve öğrenciler bu teknolojiyi kademeli olarak öğrenme süreçlerine entegre etmektedir. Bu çalışma, Türkiye’deki bir üniversitede İngilizceyi yabancı dil olarak öğrenen öğrencilerin YZ araçlarına ilişkin kullanım kalıplarını, algılarını ve eğitim ihtiyaçlarını incelemektedir. Nicel ve nitel yöntemlerin birlikte kullanıldığı kesitsel tarama desenine sahip araştırmada, veriler iki aşamalı yapılandırılmış anket yoluyla toplanarak zaman içindeki değişimler, betimsel istatistikler ve tümevarımsal içerik analizi yöntemleriyle analiz edilmiştir. Bulgular, özellikle kelime bilgisi, dil bilgisi ve yazma desteği konularında YZ araçlarının kullanımının arttığını; ikinci aşamada sohbet botları ve yazma asistanlarına yönelik kullanımın belirginleştiğini göstermektedir. Öğrenciler YZ’nin dil becerilerini ve akademik başarıyı artırmadaki rolünü takdir etmekle birlikte, etik sorunlar, aşırı bağımlılık ve eleştirel düşünme üzerindeki olası olumsuz etkiler konusunda endişelerini dile getirmiştir. Zamanla, öğrenciler YZ’ye daha olumlu yaklaşmış ve etik rehberlik, beceri geliştirme ve yapılandırılmış ders entegrasyonu ihtiyacını vurgulamıştır. Çalışma, YZ’nin dil eğitiminde etkili ve sorumlu kullanımı için öğretmen eğitimi, öğrenci farkındalığı ve kurumsal desteğin önemine dikkat çekmektedir

Anahtar Kelimeler

Yabancı dil öğreniminde yapay zeka , EFL öğrencilerinin YZ algıları , YZ araçlarının kullanım kalıpları , YZ’nin müfredata entegrasyonu , eğitim ihtiyaçları

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