A Case Study on the Use of Artificial Intelligence in Learning German as a Foreign Language in a Preparatory Class

Öz

This qualitative case study examines the use of artificial intelligence (AI) in learning German as a foreign language (GFL) by students in a preparatory class at the School of Foreign Languages of Trakya University. A total of 83 students participated in the study. The findings show that AI is primarily used for practicing grammar, writing skills, and vocabulary, while other language skills are addressed less frequently. The majority of participants evaluate the use of AI positively and report increased participation, enhanced self-confidence, and higher motivation. At the same time, negative aspects such as growing laziness are also mentioned. The main advantages of using AI in learning German as a foreign language are identified as personalized learning, speed, and time efficiency, whereas lower reliability and the risk of AI dependency are highlighted as disadvantages. The findings regarding learning strategies are inconsistent. Some students report changes, while others indicate no effects or even a loss of learning strategies. Additionally, teacher feedback remains the preferred source, while AI-based feedback is seen as playing a complementary role.

Anahtar Kelimeler

• German as a foreign language
• Artificial intelligence
• Case study

Etik Beyan

The ethics committee approval for this study was obtained from the Ethics Committee for Social and Humanities Research at Trakya University (Decision No. 2026/02.12).

FALLSTUDIE ZUM EINSATZ KÜNSTLICHER INTELLIGENZ BEIM LERNEN VON DEUTSCH ALS FREMDSPRACHE IN EINER VORBEREITUNGSKLASSE

Öz

Die vorliegende Studie ist als qualitativ ausgerichtete Fallstudie angelegt und untersucht den Einsatz künstlicher Intelligenz (KI) beim Lernen von Deutsch als Fremdsprache (DaF) am Beispiel von 83 Studierenden der Vorbereitungsklasse an der Hochschule für Fremdsprachen der Trakya Universität. Die Ergebnisse zeigen, dass KI vor allem zur Übung von Grammatik, Schreibfertigkeit und Wortschatz eingesetzt wird, während andere Sprachfertigkeiten seltener einbezogen werden. Die Mehrheit der Teilnehmenden bewertet den KI-Einsatz positiv und verbindet ihn in ihren Antworten mit einer aktiveren Beteiligung am Lernprozess, einem stärkeren Vertrauen in die eigenen sprachlichen Fähigkeiten sowie einer höheren Lernmotivation. Zugleich werden auch negative Aspekte wie zunehmende Bequemlichkeit, eine geringere Zuverlässigkeit und die Gefahr einer KI-Abhängigkeit thematisiert. Als zentrale Vorteile gelten personalisierte Lernmöglichkeiten, Schnelligkeit und Zeitersparnis. Die Befunde zu Lernstrategien fallen uneinheitlich aus. Einige Studierende berichten von Veränderungen, andere von keinen Effekten oder sogar von einem Verlust eigenständiger Lernstrategien. Das Feedback der Lehrkraft wird weiterhin bevorzugt, während KI-Feedback eher eine ergänzende Rolle einnimmt.

Anahtar Kelimeler

• Deutsch als Fremdsprache
• Künstliche Intelligenz
• Fallstudie

Etik Beyan

Die für diese Studie erforderliche Genehmigung der Ethikkommission wurde von der Ethikkommission für Sozial- und Geisteswissenschaften der Trakya Universität eingeholt (Entscheidungsnummer: 2026/02.12).

Hazırlık Sınıfı Öğrencilerinin Almanca Öğreniminde Yapay Zekâ Kullanımına Yönelik Bir Durum Çalışması

Öz

Bu çalışma, nitel yönelimli bir durum çalışması olarak tasarlanmıştır. Çalışmada, Trakya Üniversitesi Yabancı Diller Yüksekokulu hazırlık sınıfı öğrencilerinin yabancı dil olarak Almanca öğrenirken yapay zekâyı (YZ) nasıl kullandıkları incelenmektedir. Araştırmaya 83 öğrenci katılmıştır. Bulgular, YZ’nin özellikle dil bilgisi, yazma becerisi ve kelime bilgisini geliştirmek için kullanıldığını, diğer dil becerilerinin ise YZ ile daha az çalışıldığını göstermektedir. Katılımcıların çoğu dil öğrenme sürecinde YZ kullanımını olumlu bulmakta ve derse katılımın artması, öz güvenin gelişmesi ve motivasyonun yükselmesi gibi etkilerden söz etmektedir. Bununla birlikte, bazı öğrenciler artan tembellik, düşük güvenilirlik ve YZ bağımlılığı riski gibi olumsuz yönlere de dikkat çekmektedir. YZ’nin Almanca öğreniminde başlıca avantajları kişiselleştirilmiş öğrenme, hız ve zaman tasarrufu olarak belirtilmektedir. Öğrenme stratejilerine ilişkin bulgular ise farklılık göstermektedir. Bazı öğrenciler öğrenme stratejilerinde değişim bildirirken, bazıları hiçbir etki olmadığını ya da strateji kaybı yaşadıklarını ifade etmektedir. Ayrıca, öğretmen geri bildiriminin hâlâ öncelikli olarak tercih edildiği, YZ geri bildiriminin ise tamamlayıcı bir rol üstlendiği görülmektedir.

Anahtar Kelimeler

• Yabancı dil olarak Almanca
• Yapay zekâ
• Durum çalışması

Etik Beyan

Bu araştırma için gerekli etik kurul onayı, Trakya Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu’ndan alınmıştır (Karar numarası: 2026/02.12).

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