Can Artificial Intelligence be a Guide in the Acquisition of French Cultural Awareness? Bing Chat AI Example

Yıl 2024, Cilt: 14 Sayı: 2, 308 - 327, 30.08.2024

Perihan Yalçın , Şule Çınar Yağcı

https://doi.org/10.5961/higheredusci.1402198

Öz

Nowadays, it is reported that artificial intelligence-supported chatbots have potential benefits in education and training environments,
however, the fact that these chatbots produce inaccurate information remains among the issues discussed in the literature. For this reason, kültürlerathe
purpose of this study is, firstly, to evaluate whether the answers given by Bing Chat AI artificial intelligence chatbot to the questions are
correct or not in the context of the relevant literature, and secondly, to investigate the effect of Bing Chat AI artificial intelligence chatbot
in the context of providing French cultural acquisition to prospective French teachers. The cultural elements under the sub-heading
of Sociocultural Knowledge in OBM (2000) and in Le Nouveau Taxi A1, Francofolie A1, Campus A1 and Écho A1 French textbooks
prepared according to OBM were analyzed. In each textbook, it was observed that there were cultural elements such as “French food and
drinks, French Literature, French History and French Architecture” in the transfer of knowledge about French Culture and the researchers
asked questions to the artificial intelligence chat robot Bing Chat AI about these four different cultural elements. In this study, in which
document analysis method, one of the qualitative research methods, was used, i) the accuracy of the contents to be presented by Bing Chat
AI artificial intelligence chatbot will be examined in the context of the relevant literature, ii) whether Bing Chat AI artificial intelligence
chatbot can be a guide for French teacher candidates in acquiring French cultural competence is discussed within the framework of the
answers given by Bing Chat AI artificial intelligence chatbot. As a result, it can be said that Bing Chat, an artificial intelligence-supported
chatbot, can partially guide French pre-service teachers in acquiring French cultural competence and bring a new dimension to traditional
methods.

Anahtar Kelimeler

French teaching/learning, Acquisition of culture, Artificial intelligence, Bing Chat AI Chatbot

Proje Numarası

Hiç bir proje tarafından desteklenmemiştir.

Fransız Kültür Edincinin Kazandırılmasında Yapay Zekâ Rehber Olabilir Mi? Bing Chat AI Örneği

Öz

Günümüzde, yapay zekâ destekli sohbet robotlarının eğitim ve öğretim ortamında potansiyel faydalarının olduğu aktarılmakta bununla birlikte bu sohbet robotlarının doğru olmayan bilgiler üretmesi, alanyazında tartışılan konular arasında güncelliğini korumaktadır. Bu sebeple, bu çalışmanın amacı, öncelikli olarak Bing Chat AI yapay zekâ sohbet robotunun sorulara verdiği cevaplarının doğru olup olmadığını ilgili literatür bağlamında değerlendirmek, ikinci olarak Bing Chat AI yapay zekâ sohbet robotunun Fransızca öğretmen adaylarına Fransız kültür edinci kazandırma bağlamındaki etkisini araştırmaktır. OBM’de (2000) yer alan Sosyokültürel Bilgi alt başlığındaki ve OBM’ye göre hazırlanan Le Nouveau Taxi A1, Francofolie A1, Campus A1 ve Écho A1 Fransızca ders kitaplarında yer alan kültürel öğeler incelenmiştir. Ortak olarak her ders kitabında Fransız Kültürü bilgi aktarımında “Fransız yiyecek ve içecekler, Fransız Edebiyatı, Fransız Tarihi ve Fransız Mimarisi” kültürel ögelerin olduğu gözlenmiş ve araştırmacılar bu dört farklı kültürel öğe ile ilgili yapay zekâ sohbet robotu Bing Chat AI’e sorular sormuştur. Çalışmada i) Bing Chat AI yapay zekâ sohbet robotunun sunacağı içeriklerin doğruluğu ilgili literatür bağlamında inceleneceği ii) Bing Chat AI yapay zekâ sohbet robotunun Fransız kültür edincinin kazanılmasında Fransızca öğretmen adaylarına rehber olup olamayacağı Bing Chat AI yapay zekâ sohbet robotunun verdiği cevaplar çerçevesinde ele alınmıştır. Sonuç olarak yapay zekâ destekli sohbet robotu Bing Chat’in, Fransız kültür edincini kazanmada Fransız öğretmen adaylarına kısmen rehber olabileceği, geleneksel yöntemlere yeni bir boyut getirebileceği söylenebilir.

Anahtar Kelimeler

Fransızca Öğretimi/Öğrenimi, Kültür edici, Yapay Zeka, BING CHAT AI sohbet robotu

Etik Beyan

Çalışmanın yöntemi doküman analizi olduğu için etik beyana gerek yoktur.

Destekleyen Kurum

Çalışma hiçbir kurum tarafından desteklenmemiştir.

Proje Numarası

Hiç bir proje tarafından desteklenmemiştir.

Teşekkür

Bu çalışmanın bir bölümü, 7-8 Eylül 2023 tarihinde Zonguldak Bülent Ecevit Üniversitesi Yabancı Diller Yüksekokulu tarafından düzenlenen SCOFOLA’23 (School of Foreign Languages Conference)'da bildiri olarak sunulmuştur.

Kaynakça

• Agrafiotou, K., Normperta, M., Tegos, S., & Demetriadis, S. (2012). Conversational agents in education: Using MentorChat to support students’ online dialogue, mediated by partner-agent. In 8 th Pan- Hellenic Conference with International Participation, Information and Communication Technologies in Education.
• Akdeniz, M. & Özdinç, F. (2021). Eğitimde Yapay Zekâ Konusunda Türkiye Adresli Çalışmaların İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18 (1), 912-932. DOI: 10.33711/ yyuefd.938734
• Al-Ashwal, F., Zawiah, M., Gharaibeh, L., Abu-Farha, R., & Bitar, A. (2023). Evaluating the Sensitivity, Specificity, and Accuracy of ChatGPT-3.5, ChatGPT-4, Bing AI, and Bard Against Conventional Drug-Drug Interactions Clinical Tools. Drug, Healthcare and Patient Safety, 15, 137 - 147. https://doi.org/10.2147/DHPS.S425858.
• Alneyadi, S., & Wardat, Y. (2023). ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools. Contemporary Educational Technology, 15(4), ep448. https://doi.org/10.30935/cedtech/13417
• Alpar, M. (2013). Yabancı dil öğretiminde kültürel unsurların önemi. The Journal of Language and Linguistic Studies, 9(1), 95-106. http://www.jlls.org/vol9no1/95106.pdf
• Alpatova, S. D. (2022). Analysıng Logıcs Of Loan Words In Englısh Of The Concept «Beverages». Современное педагогическое образование, (6), 210-212.
• Amman, Margrett (2008): Akademik Çeviri Eğitimine Giriş. (Çev. Deniz Ekeman) İstanbul: Multilingual.
• Anh, L., & Rajah, E. (2022). Using Chatbots in Customer Service: A Case Study of Air New Zealand. Proceedings: Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021, December 6 and 7. https://doi.org/10.34074/proc.2206011.
• Ashfaq, M., Yun, J., Yu, S., & Loureiro, S. (2020). I, Chatbot: Modeling the determinants of users’ satisfaction and continuance intention of AI-powered service agents. Telematics Informatics, 54, 101473. https://doi.org/10.1016/j.tele.2020.101473.
• Aydın Yıldız, T. & Yağcı, Ş. Ç. (2023). How can artificial intelligence help to a researcher? Asample of chatgt4 role. International Journal of Language Academy, 11 (3), 277-296.
• Azhari, K., Hilal, I., Daoudi, N., & Ajhoun, R. (2023). SMART Chatbots in the E-learning Domain: A Systematic Literature Review. Int. J. Interact. Mob. Technol., 17, 4-37. https://doi.org/10.3991/ijim. v17i15.40315.
• Bachmann, S. (2016). Proust for Beginners. Red Wheel/Weiser.
• Barkin, J. S., & Cronin, B. (1994). The state and the nation: changing norms and the rules of sovereignty in international relations. International organization, 48(1), 107-130.
• Benotti, L., Martnez, M. C., & Schapachnik, F. (2017). A tool for introducing computer science with automatic formative assessment. IEEE transactions on learning technologies, 11(2), 179-192.
• Bevanda,V., Man, C., Slave, C. (2022). The Wine Routes in France. International Scientific Conference ERAZ. Knowledge Based Sustainable Development, doi: 10.31410/eraz.2022.269
• Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: a global perspective. Library Hi Tech. https://doi.org/10.1108/ LHT-05-2023-0200.
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. Burgwinkle, W., Hammond, N., & Wilson, E. (Eds.). (2011). The Cambridge History of French Literature. Cambridge University Press.
• Byram, M., Morgan, C. and Colleagues. (1994). Teaching and Learning Language and Culture. Great Britain: WBC
• Capra, R., & Arguello, J. (2023). How does AI chat change search behaviors?. ArXiv, abs/2307.03826. https://doi.org/10.48550/ arXiv.2307.03826.
• Castillo-González, W., Lepez, C.O., & Bonardi, M.C. (2022). Chat GPT: a promising tool for academic editing. Data & Metadata.
• Chan, C. & Tsi, L. (2023). The AI Revolution in Education: Will AI Replace or Assist Teachers in Higher Education?.
• Cunningham-Nelson, S., Boles, W., Trouton, L., & Margerison, E. (2019). A review of chatbots in education: practical steps forward. In 30th annual conference for the australasian association for engineering education (AAEE 2019): educators becoming agents of change: innovate, integrate, motivate (pp. 299-306). Engineers Australia.
• Çakır, İ. (2011). Yabancı dil öğrenme ortamlarında kültürün rolü [The role of culture in foreign language learning environment]. Millî Eğitim, 191, 248-255.
• Çıldır, M. (2023). Collaborating with ChatGPT: An Exploratory Study of German Language Learning. Alman Dili ve Kültürü Araştırmaları Dergisi, 5(2), 63-76.
• Çinar Yağci, Ş., & Aydin Yildiz, T.. (2023). ChatGPT, yabancı dil öğrencisinin güvenilir yapay zekâ sohbet arkadaşı mıdır?. Rumelide Dil Ve Edebiyat Araştırmaları Dergisi, 37, 1315–1333. https://doi. org/10.29000/rumelide.1407539
• Dai, W., Lin, J., Jin, H., Li, T., Tsai, Y., Gašević, D., & Chen, G. (2023). Can Large Language Models Provide Feedback to Students? A Case Study on ChatGPT. 2023 IEEE International Conference on Advanced Learning Technologies (ICALT), 323-325.
• Dao, X., & Le, N. (2023). ChatGPT is Good but Bing Chat is Better for Vietnamese Students. ArXiv, abs/2307.08272. https://doi. org/10.48550/arXiv.2307.08272.
• Darrieus, M.(2023). Le pouvoir de l’État français sur l’architecture: engagements institutionnels et trajectoires individuelles. The power of the French state over architecture: institutional commitments and individual trajectories. SociologieS.
• Daughton, J. P. (2006). An empire divided: religion, republicanism, and the making of French colonialism, 1880-1914. Oxford University Press.
• Dergaa, I., Chamari, K., Zmijewski, P., & Saad, H. B. (2023). From human writing to artificial intelligence generated text: Examining the prospects and potential threats of ChatGPT in academic writing. Biology of Sport, 40(2), 615–622.
• Díaz-Andreu, M. (2007). A world history of nineteenth-century archaeology: nationalism, colonialism, and the past. OUP Oxford. Diller İçin Avrupa Ortak Başvuru Metni: Öğrenme- Öğretme- Değerlendirme (http://digm.meb.gov.tr/uaorgutler/AK/cefr_Turkce. pdf)
• Durieux, C. (2005). L’Enseignement de la traduction: Enjeux et démarches. Méta, 50 (1), 36-47.
• Dündar, O. İ. (2024). Utilisation Potentielle De Chatgpt Dans L’apprentissage Des Langues Etrangères: Exploration Des Possibilités Selon Les Niveaux Langagiers Du CECRL. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 21(1), 63-75. https://doi. org/10.33437/ksusbd.1384040
• Elbanna, S., & Armstrong, L. (2024). Exploring the integration of ChatGPT in education: adapting for the future. Management & Sustainability: An Arab Review, 3(1), 16-29.
• Eruz, S. (2008). Akademik Çeviri Eğitimi, Çeviri Amaçlı Metin Çözümlemesi. İstanbul: Multilingual.
• Garrıdo, C. & Alvarez, I. (2006). “Language teacher education for intercultural understanding”, European Journal of Teacher Education, May 2006, Vol. 29 (2), pp. 163-179.
• Gourevitch, P. (1978). The second image reversed: the international sources of domestic politics. International organization, 32(4), 881-912.
• Griener, P. (2008). « La « période » comme entrave : le « néoclassicisme » après Wölfflin », Perspective [En ligne], mis en ligne le 11 avril 2018, consulté le 01 décembre 2023. URL : http:// journals.openedition.org/perspective/2674 ; DOI : https://doi. org/10.4000/perspective.2674
• Habeb Al-Obaydi, L., Pikhart, M., & Klimova, B. (2023). ChatGPT and the General Concepts of Education: Can Artificial Intelligence-Driven Chatbots Support the Process of Language Learning? International Journal of Emerging Technologies in Learning (iJET).
• Halsall, A. W. (1998). Victor Hugo and the Romantic Drama. University of Toronto Press.
• Hartono, W. J., Nurfitri, N., Ridwan, R., Kase, E. B., Lake, F., & Zebua, R. S. Y. (2023). Artificial Intelligence (AI) Solutions In English Language Teaching: Teachers-Students Perceptions And Experiences. Journal on Education, 6(1), 1452-1461. https://blogs.microsoft.com/blog/2023/02/07/reinventing-searchwith- a-new-ai-powered-microsoft-bing-and-edge-your-copilotfor- the-web/ Erişim tarihi :01.09.2023 https://www.bing.com/ Erişim traihi: 01.09.2023 h t t p s : / / w w w. m i c ro s o f t . c o m /e n - u s /e d g e / fe a t u r e s / b i n g - chat?form=MT00D8 Erişim tarihi: 01.09.2023
• Hua, H., Kaakour, A., Rachitskaya, A., Srivastava, S., Sharma, S., & Mammo, D. (2023). Evaluation and Comparison of Ophthalmic Scientific Abstracts and References by Current Artificial Intelligence Chatbots.. JAMA ophthalmology. https://doi.org/10.1001/ jamaophthalmol.2023.3119.
• 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. https://www.jstor.org/stable/48707971.
• IBM (2023). What is natural language processing?, https://www.ibm. com/topics/natural-languageprocessing Erişim tarihi: 01.09.2023
• Irvine, R., Boubert, D., Raina, V., Liusie, A., Zhu, Z., Mudupalli, V., Korshuk, A., Liu, Z., Cremer, F., Assassi, V., Beauchamp, C., Lu, X., Rialan, T., & Beauchamp, W. (2023). Rewarding Chatbots for Real- World Engagement with Millions of Users. ArXiv, abs/2303.06135. https://doi.org/10.48550/arXiv.2303.06135.
• İşler, B. & Kılıç, M. (2021). Eğitimde Yapay Zekâ Kullanımı Ve Gelişimi. Yeni Medya Elektronik Dergisi, 5 (1) , 1-11. Retrieved from https:// dergipark.org.tr/tr/pub/ejnm/issue/58097/738221.
• Jennings, J. (2011). Revolution and the republic: a history of political thought in France since the eighteenth century. Oxford University Press.
• Jacquet, B., & Baratgin, J. (2020). Mind-Reading Chatbots: We Are Not There Yet. , 266-271. https://doi.org/10.1007/978-3-030-55307- 4_40.
• Jiang, J., & Ahuja, N. (2020). Response Quality in Human-Chatbot Collaborative Systems. Proceedings of the 43rd International ACM SIGIR Conference on Research and Development in Information Retrieval. https://doi.org/10.1145/3397271.3401234.
• Julien-David, D., & Marcic, C. (2020). Food, nutrition and health in France. In Nutritional and Health Aspects of Food in Western Europe (pp. 109-131). Academic Press.
• Jurafsky, D.; Martin, J. H. (2021). “N-gram Language Models”. Speech and Language Processing. https://web.stanford.edu/~jurafsky/ slp3/ . Erişim tarihi :01.09.2023
• Kansu Yetkiner, N. (2009). Çeviribilim Edimbilim İlişkisi Üzerine. İzmir: İzmir Ekonomi Üniversitesi Yayınları.
• Karaca, B.&Telli, g. (2019). Yapay zakanın çeşitli süreçlerdeki rolü ve tahminleme fonksiyonu. Yapay zekâ ve Gelecek, 172-185 Karrer. C. (2022). Ethnic meat products—France. doi: 10.1016/b978- 0-323-85125-1.00115-0
• Kasneci, E., Sessler, K., Kuchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Gunnemann, S., Hullermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Jurgen, P., Poquet, O., Sailer, M., Schmidt, A., Seidel, T. …, & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
• Keating, M. (2017). The invention of regions: political restructuring and territorial government in Western Europe. In Politics (pp. 281- 296). Routledge.
• Kelly, D., Chen, Y., Cornwell, S., Delellis, N., Mayhew, A., Onaolapo, S., & Rubin, V. (2023). Bing Chat: The Future of Search Engines?. Proceedings of the Association for Information Science and Technology, 60. https://doi.org/10.1002/pra2.927.
• Khademi, A. (2023). Can ChatGPT and bard generate aligned assessment items? A reliability analysis against human performance. ArXiv Preprint ArXiv:2304.05372.
• Kızılaslan, İ. (2010). Yabancı Dil Öğretmen Yetiştirme Sürecinde Kültürlerarasılık . Milli Eğitim Dergisi, 40 (185) , 81-89 . Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/ issue/36199/407088
• Koraishi, O. (2023). Teaching English in the age of AI: Embracing ChatGPT to optimize EFL materials and assessment. Language Education and Technology, 3(1).
• Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.
• Kuleto, V., Ilić, M., Dumangiu, M., Ranković, M., Martins, O. M., Păun, D., & Mihoreanu, L. (2021). Exploring opportunities and challenges of artificial intelligence and machine learning in higher edu- cation institutions. Sustainability, 13(18), 10424. https://doi. org/10.3390/su131810424.
• Lavilla, M., Olabarrieta, I., Lasa, D., Martinez, B., Serrano, G., Aduriz, A. L., & Martínez-de-Marañón, I. (2019). Improvement of gastronomical properties of duck foie gras by high hydrostatic pressure. International Journal of Gastronomy and Food Science, 17, 100155.
• Lee, K., & Lim, S. (2023). Designing a Leveled Conversational Teachable Agent for English Language Learners. Applied Sciences. https:// doi.org/10.3390/app13116541.
• Liu, M. (2023). Exploring the Application of Artificial Intelligence in Foreign Language Teaching: Challenges and Future Development. SHS Web of Conferences.
• Lours, M. (2015). L’église néoclassique-Une écriture architecturale du sublime en France dans la seconde moitié du xviiie siècle?. Lire le xviie siècle, 221-234.
• Lyons, M. (1994). Napoleon Bonaparte and the legacy of the French Revolution. Bloomsbury Publishing.
• Martínez-Téllez, R., & Camacho-Zuñiga, C. (2023). Enhancing mathematics education through AI Chatbots in a Flipped Learning Environment. In 2023 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) (pp. 1-8). Monterrey, Mexico. https://doi.org/10.1109/WEEF-GEDC59520.2023.10343838 Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
• Meydan, A., & Akkuş, A. (2014). SOSYAL BİLGİLER ÖĞRETİMİNDE MÜZE GEZİLERİNİN TARİHİ VE KÜLTÜREL DEĞERLERİN KAZANDIRILMASINDAKİ ÖNEMİ. Marmara Coğrafya Dergisi(29). https://doi.org/10.14781/mcd.92390
• Mohamed, A. M.(2023). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members. Education and Information Technologies. 10.1007/s10639-023-11917-z. Murad, I.M., Surameery, N.M., & Shakor, M.Y. (2023). Adopting ChatGPT to Enhance Educational Experiences. Aug-Sept 2023.
• Nabiyev, V. V. (2012). Yapay zekâ: insan-bilgisayar etkileşimi. Seçkin Yayıncılık. Neubert, Albrecht (2000) ‘Competence in Language, in Languages, and in Translation’, Developing Translation Competence, Amsterdam/ Philadelphia: John Benjamins, ss. 3-17.
• Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033.
• Oluwafemi Ayotunde, O., Jamil, D. I., & Cavus, N. (2023). The Impact of Artificial Intellıgence in Foreign Language Learning Using Learning Management Systems: A Systematıc Lıterature Revıew. Information Technologies and Learning Tools, 95(3), 215– 228. https://doi.org/10.33407/itlt.v95i3.5233
• Özçelik, N. (2015). Learner’s autonomy in teaching/learning French as a second foreign language. Hacettepe University Journal of Education, 30(3), 102–115.
• Özçelik, N., (2020). Yabancı Dil Öğretimi/Öğreniminde Yazma Becerisi Edinimi. Current Debates on Social Sciences 5 Human Studies (pp.84-92), Ankara: Bilgin Kültür Sanat Yayınları.
• Pesonen, J. A. (2021, July). ‘Are You OK?’Students’ Trust in a Chatbot Providing Support Opportunities. In International Conference on Human-Computer Interaction (pp. 199-215). Cham: Springer International Publishing.
• Planet, L., Williams, N., Averbuck, A., Berry, O., Carillet, J. B., Christiani, K., ... & Ward, G. (2019). Lonely Planet France. Lonely Planet. Plevris, V., Papazafeiropoulos, G., & Rios, A. (2023). Chatbots Put to the Test in Math and Logic Problems: A Comparison and Assessment of ChatGPT-3.5, ChatGPT-4, and Google Bard. AI. https://doi. org/10.3390/ai4040048.
• Pustikayasa, I. M., Purnawati, N. W., & Arsana, I. N. A. (2023). Bing Chat AI for learning supplement. International Proceeding on Religion, Culture, Law, Education, and Hindu Studies, 11-17. IAHN-TP Palangka Raya. https://prosiding.iahntp.ac.id/index.php/ internasional-seminar
• Radziwill, N., & Benton, M. (2017). Evaluating Quality of Chatbots and Intelligent Conversational Agents. ArXiv, abs/1704.04579.
• Rahman, M.M., & Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences.
• Rashdall, H. (1895). The Universities of Europe in the Middle Ages: Salerno. Bologna. Paris (Vol. 1). Clarendon Press.
• Rathod, K. (2023). A Review of ChatGPT in Promoting Teaching and Learning. Interantional Journal of Scientific Research in Engineering And Management.
• Remoto, J. (2023). ChatGPT and other AIs: Personal relief and limitations among mathematics-oriented learners. Environment and Social Psychology. https://doi.org/10.54517/esp.v9i1.1911.
• Rospigliosi, P. (2023). Artificial intelligence in teaching and learning: what questions should we ask of ChatGPT?. Interactive Learning Environments, 31, 1 - 3. https://doi.org/10.1080/10494820.2023 .2180191.
• Rudolph, J., Tan, S., & Tan, S. (2023). War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education. Journal of Applied Learning and Teaching, 6(1).
• Rukiati, E., Wicaksono, J. A., Taufan, G. T. ., & Suharsono, D. D. . . (2023). AI on Learning English: Application, Benefit, and Threat. Journal of Language, Communication, and Tourism, 1(2), 32–40. https://doi. org/10.25047/jlct.v1i2.3967.
• Saha, A., Pahuja, V., Khapra, M., Sankaranarayanan, K., & Chandar, A. (2018). Complex Sequential Question Answering: Towards Learning to Converse Over Linked Question Answer Pairs with a Knowledge Graph. ArXiv, abs/1801.10314. https://doi. org/10.1609/aaai.v32i1.11332.
• Sanjay, M., Vikas, S., & Prashant, D. (2023). ChatGPT: Optimizing text generation model for knowledge creation. i-manager’s Journal on Software Engineering. https://doi.org/10.26634/jse.17.3.19469.
• Sedaghat, S. (2023). Success through simplicity: What other artificial intelligence applications in medicine should learn from history and ChatGPT. Annals of Biomedical Engineering, 1–2. Sedwick, B. F. (1954). The literary movements defined. Hispania, 37(4), 466-471.
• Sercu, L. (2006). “The foreign language and intercultural competence teacher: the acquisition of a new professional identity”, Intercultural Education, Vol.17(1), pp. 55-72.
• Shawar, B. A., & Atwell, E. (2007, April). Different measurement metrics to evaluate a chatbot system. In Proceedings of the workshop on bridging the gap: Academic and industrial research in dialog technologies (pp. 89-96).
• Silva, A.D., & Janes, D.D. (2021). The Emergence of ChatGPT and its Implications for Education and Academic Research in the 21st Century. Review of Artificial Intelligence in Education.
• Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151, 103862.
• Songsiengchai, S., Sereerat, B., & Watananimitgul, W. (2023). Leveraging Artificial Intelligence (AI): Chat GPT for Effective English Language Learning among Thai Students. English Language Teaching. https://doi.org/10.5539/elt.v16n11p68.
• Sysoyev, P.V., & Filatov, E.M. (2023). Method of the development of students’ foreign language communication skills based on practice with a chatbot. Perspectives of Science and Education.
• Şahin, Ş.&Yalçın, P. (2019). Çeviri Edinci Kavramının Öz Yeterlik Bağlamında Değerlendirilmesi. International Journal of Languages Education. 7.4. 423-430. 10.29228/ijlet.39425.
• Şenyaman, G. (2023). Arapça yabancı dil öğretiminde yapay zekânın geleceği: ChatGPT örneği. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (33), 1057-1070.
• Şevik, N. & Gündoğdu, M. (2018). Çeviri Eğitiminde Çevirmen Adayı Öğrencilerin Edinmesi Gereken Temel Becerilere Bir Üst Bakış. Ihlara Eğitim Araştırmaları Dergisi, 3(1), 78-89.
• Tebben, M. (2021). Fransa’nın Yemek Kültürleri: Tarifler, Gelenekler ve Sorunlar . Bloomsbury Yayıncılık ABD.
• Thomas, H. (2020). Critical literature review on chatbots in education. IJTSRD, 4(6), 786-788.
• Troscianko, E. T. (2012). The cognitive realism of memory in Flaubert’s Madame Bovary. Modern Language Review, 107(3), 772-795.
• Valin-Johnson, D., & Wyss, M. (1992). Saint-Denis. II. Sculptures gothiques récemment découvertes. Bulletin Monumental, 150(4), 355-381.
• Vasconcelos, M., & Santos, R. (2023). Enhancing STEM Learning with ChatGPT and Bing Chat as Objects to Think With: A Case Study. ArXiv, abs/2305.02202. https://doi.org/10.29333/ ejmste/13313.
• Viljoen, J. (2010). Existentialism’s hidden God: submission and revolt in the writings of Jean-Paul Sartre and Albert Camus. Phronimon, 11(1), 5-14.
• Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teach- ing, 31(2), 57–71. https:// doi.org/10.1017/S0261444800012970.
• Wıllems, G. M. (2002). Language Teacher Education Policy Promoting Linguistic Diversity and Intercultural Communication, Council of Europe, Strasbourg.
• Witte, H.(1999). Die Rolle der Kulturkompetenz, içinde HandbuchTranslation. Mary Snell-Hornby, Hans G. Hönig, Paul Kussmaul, Peter A. Schmitt, Tübingen: StauffenburgVerlag.
• Xu, L., Sanders, L., Li, K., & Chow, J. (2021). Chatbot for Health Care and Oncology Applications Using Artificial Intelligence and Machine Learning: Systematic Review. JMIR Cancer, 7. https://doi. org/10.2196/27850.
• Yalçın, P. (2003). Jean-Louis Mattei’den örneklerle çeviride kültürel unsurlar sorunu. G.Ü. Gazi Eğitim Fakültesi Dergisi. 23(1), 47-58. Yalçın, P. (2015). Çeviri stratejileri kuram ve uygulama. Ankara: Grafiker Yayınları.
• Yalçın, P. ve Çınar-Yağçı, Ş. (2022). Yabancı dil olarak Fransızca öğretiminde yorumlayıcı çeviri kuramı ışığında çeviri stratejileri: J. J. Rousseau’nun ˝Émile ou De l’Éducation˝ adlı eserinin incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, GEFADYABDİLSEM, 115-147.
• Yaroslavskiy, A. (2023). Recent Books and Dissertations on French History. French Historical Studies, 46(2):313-327. doi: 10.1215/00161071-10350103
• Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Tıpkı Basım). Ankara: Seçkin Yayıncılık.