Determining the Metaphorical Perceptions of German Teacher Candidates Regarding the Concept of Artificial Intelligence

Yıl 2024, Cilt: 6 Sayı: 2, 322 - 350, 24.09.2024

Rahim Şentürk , Selma Akol Göktaş

https://doi.org/10.47806/ijesacademic.1527105

Öz

Abstract

Considering the importance of individualised learning, artificial intelligence tools can effectively create an environment where students can learn by using them both in lessons and on their own, and enable students to learn a foreign language more effectively and permanently. The aim of this study is to examine the thinking worlds and thought patterns of prospective German teachers about the role of artificial intelligence in language teaching and learning and their views on the concept of artificial intelligence. The starting point of this study is the question of which metaphors prospective teachers use when talking about the concept of artificial intelligence. The questions of the study are as follows: 1. with which metaphors do pre-service German teachers express artificial intelligence? 2. How do pre-service German teachers define their metaphors related to the concept of artificial intelligence? 3. Under which conceptual categories are these metaphors categorised in terms of common characteristics? The participants of the study consisted of 1st, 2nd, 3rd and 4th year prospective teachers studying at the Department of German Language Teaching, Faculty of Education, Faculty of Foreign Languages Education, Trakya University. The data were collected by qualitative data analysis method. Firstly, Student Information Form was given to the students and what is metaphor was explained by giving examples of metaphor. Then, the students filled out an opinion form consisting of semi-structured questions. This form consists of two parts, in which short demographic information about the students is asked and the open-ended question ‘artificial intelligence is like ...., because...’ is asked. Metaphor analysis technique was used to analyse the data. The data obtained were interpreted by categorising the metaphors used by the prospective German teachers.

Anahtar Kelimeler

German Teacher Candidates, Artificial Intelligence, Metaphor, Perception

Kaynakça

• Akol Göktaş, S. (2024). The importance of artificial intelligence in learning German as a foreign language: ChatGPT example. 12th International Congress on Social, Humanities, Administrative and Educational Sciences in a Changing World, 11-13 April 2024, 1047-1056.
• Algaraady, J., & Mahyoob, M. (2023). ChatGPT’s capabilities in spotting and analyzing writing errors experienced by EFL learners. Arab World English Journal, 9, 3–17. https://doi.org/10.24093/awej/call9.1
• Alpaslan, S., & Kutanis, R. Ö. (2007). Bilimsel bilgi üretiminde metaforların rolü: Destek mi, engel mi? Bilgi Sosyal Bilimler Dergisi, 15, 1-17.
• Amin, T. G. (2009). Conceptual metaphor meets conceptual change. Human Development, 52, 165-197. Asmalı, M., & Çelik, H. (2017). EFL teachers’ conceptualizations of their roles through metaphor analysis. Journal of Language and Linguistic Studies, 13(2), 1-13.
• Aydın, S., Duman, E., Bertiz, Y., & Birişçi, S. (2022). Investigation of the effects of computer-aided animations on conceptual understanding through metaphors: An example of artificial intelligence. Journal of Educational Technology and Online Learning, 5(4), 1140-1159.
• Bal, H. (2016). Nitel araştırma yöntem ve teknikleri. Sentez Yayınları.
• Bao, Y., & Li, B. (2023). A preliminary study on graduate student instructors’ exploration, perception, and use of ChatGPT. International Journal of Computer-Assisted Language Learning and Teaching, 13(1), 1–23. https://doi.org/10.4018/ijcallt.332873
• Ben-Peretz, M., Mendelson, N., & Kron, F. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19, 277-290.
• Borg, S. (2003). Teacher cognition in language learning: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81-109.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
• Büyüköztürk, Ş., Kılıç, Ç. E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem A Akademi.
• Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), Article 38. https://doi.org/10.1186/s41239-023-00408-3
• Çetin Köroğlu, Z., & Ekici, G. (2016). English language teacher candidates' perceptions of language teachers: A metaphor study. International Journal of Languages' Education and Teaching, 4(2), 387-398.
• De Costa, P. I., Valmori, L., & Choi, I. (2017). Qualitative research methods. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 522–540). Routledge. https://doi.org/10.4324/9781315676968-29
• De Vicente Yagüe Jara, M., Martínez, O. L., Navarro-Navarro, V., & Cuéllar-Santiago, F. (2023). Writing, creativity, and artificial intelligence: ChatGPT in the university context. Comunicar, 31(77). https://doi.org/10.3916/c77-2023-04
• Demir, K., & Güraksın, G. E. (2022). Determining middle school students’ perceptions of the concept of artificial intelligence: A metaphor analysis. Participatory Educational Research, 9(2), 297-312. https://doi.org/10.17275/per.22.41.9.2
• Dunnigan, J., Henriksen, D., Mishra, P., & Lake, R. (2023). “Can we just please slow it all down?” School leaders take on ChatGPT. TechTrends, 67(6), 878–884. https://doi.org/10.1007/s11528-023-00914-1
• Ebner, H. G., & Lehmann, B. (2012). Mit Metaphern den Facetten der Tätigkeit von Lehrpersonen auf der Spur. Die Berufsbildende Schule, 64(2), 42-47.
• Elkatmış, M. (2023). Metaphorical perception of teacher and candidate teachers concerning literature. Anadolu Journal of Educational Sciences International, 13(2), 246-272. https://doi.org/10.18039/ajesi.1255759
• Erdoğan, Ş., & Bozkurt, E. (2023). Fizik öğretmen adaylarının “yapay zeka” kavramına ilişkin algılarının incelenmesi: Bir metafor çalışması. Medeniyet ve Toplum Dergisi, 7(2), 152-163.
• Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57–63. https://doi.org/10.37074/jalt.2023.6.1.22
• Foung, D., Lin, L., & Chen, J. (2024). Reinventing assessments with ChatGPT and other online tools: Opportunities for GenAI-empowered assessment practices. Computers and Education: Artificial Intelligence, 6, Article 100250. https://doi.org/10.1016/j.caeai.2024.100250
• Gillis, C., & Johnson, C. L. (2002). Metaphor as renewal: Re-imagining our professional selves. The English Journal, 91(6), 37-43.
• Guo, K., & Wang, D. (2023). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12146-0
• Haristiani, N. (2019). Artificial intelligence (AI) chatbot as language learning medium: An inquiry. In Journal of Physics: Conference Series, 1387. https://doi.org/10.1088/1742-6596/1387/1/012020
• Hartmann, D. (2021). Künstliche Intelligenz im DaF-Unterricht? Disruptive Technologien als Herausforderung und Chance. Info DaF, 48(6), 683–696.
• Hockly, N. (2023). Artificial intelligence in English language teaching: The good, the bad, and the ugly. RELC Journal. https://doi.org/10.1177/00336882231168504
• Hu, K. (2023). ChatGPT sets record fastest growing user base – analyst note. Reuters. https://www.reuters.com/technology/chatgpt-sets-record-fastest-growing-user-base-analyst-note-2023-02-01
• Inceçay, V. (2015). The foreign language classroom is like an airplane: Metaphorical conceptualizations of teachers' beliefs. Turkish Online Journal of Qualitative Inquiry, 6(2), 74-96.
• Jensen, D. F. N. (2006). Metaphors as a bridge to understanding educational and social contexts. International Journal of Qualitative Methods, 5(1), 1-17.
• Karabay, A. (2016). An investigation of prospective teachers' views regarding teacher identity via metaphors. Eurasian Journal of Educational Research, 65, 1-18.
• Karataş, F., Abedi, F. Y., & Ozek Günel, F. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12574-6
• Knaus, T. (2023). Künstliche Intelligenz und Bildung: Was sollen wir wissen? Was können wir tun? Was dürfen wir hoffen? Und was ist diese KI? Ein kollaborativer Aufklärungsversuch. Ludwigsburger Beiträge zur Medienpädagogik, 23, 42 S. https://doi.org/10.25656/01:27904
• Kumar, A. H. (2023). Analysis of ChatGPT tool to assess the potential of its utility for academic writing in the biomedical domain. Biology, Engineering, Medicine and Science Reports, 9(1), 24–30. https://doi.org/10.5530/bems.9.1.5
• Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, London: The University of Chicago Press.
• Lee, U., Jung, H. C., Jeon, Y., Sohn, Y., Hwang, W., Moon, J., & Kim, H. (2023). Few-shot is enough: Exploring ChatGPT prompt engineering method for automatic question generation in English education. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12249-8
• Lee, V. R., et al. (2024). Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT. Computers and Education: Artificial Intelligence, 7, Article 100253. https://doi.org/10.1016/j.caeai.2024.100253
• Lehmann, B. (2012). Entwicklung eines Instruments zur Erfassung unterrichtsbezogener Metaphern. In U. Faßhauer, B. Fürstenau, & E. Wuttke (Eds.), Berufs- und wirtschaftspädagogische Analysen -- aktuelle Forschungen zur beruflichen Bildung (pp. 127-139). Opladen, Berlin, Toronto: Verlag Barbara Budrich.
• Lim, E. M. (2024). Metaphor analysis on pre-service early childhood teachers’ conception of AI (Artificial Intelligence) education for young children. Thinking Skills and Creativity, 51, Article 101455.
• Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. International Journal of Management in Education, 21(2), Article 100790. https://doi.org/10.1016/j.ijme.2023.100790
• Liu, M. (2023). Exploring the application of artificial intelligence in foreign language teaching: Challenges and future development. In SHS Web of Conferences, 168. https://doi.org/10.1051/shsconf/202316800021
• Martínez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17, 965-977.
• Merriam, S. B. (2009). Qualitative research and case study applications in education. Jossey-Bass Publishers.
• Mizumoto, A. (2023). Data-driven learning meets generative AI: Introducing the framework of metacognitive resource use. Applied Corpus Linguistics, 3(3), Article 100074. https://doi.org/10.1016/j.acorp.2023.100074
• Moorhouse, B. L. (2024). Beginning and first-year language teachers’ readiness for the generative AI age. Computers and Education: Artificial Intelligence, 6, Article 100201. https://doi.org/10.1016/j.caeai.2024.100201
• Morgan, G. (1986). Images of organization. Sage.
• Nikitina, L., & Furuoka, F. (2008). "A language teacher is like...": Examining Malaysian students' perceptions of language teachers through metaphor analysis. Electronic Journal of Foreign Language Teaching, 5(2), 192-205.
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün & S. B. Demir, Çev.). Pegem Akademi.
• Quale, A. (2002). The role of metaphor in scientific epistemology: A constructivist perspective and consequences for science education. Science and Education, 11, 443-457.
• Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17(4), 299-315.
• Saban, A., Koçbeker, B. N., & Saban, A. (2007). Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17(2), 123-139.
• Seferoğlu, G., Korkmazgil, S., & Ölçü, Z. (2009). Gaining insights into teachers' ways of thinking via metaphors. Educational Studies, 3, 323-335.
• Schmitt, R. (2003). Methode und Subjektivität in der Systematischen Metaphernanalyse. Forum Qualitative Sozialforschung, 4(2). Abgerufen von http://nbn-resolving.de/urn:nbn:de:0114-fqs0302415
• Schmitt, R. (2011a). Metaphern für Lernen und Lehren: Drei Annäherungen. Forum Qualitative Sozialforschung, 12(3). Abgerufen von http://nbn-resolving.de/urn:nbn:de:0114-fqs1103195
• Schmitt, R. (2011b). Metaphernanalyse in der Erziehungswissenschaft. In S. Maschke & L. Stecher (Eds.), Enzyklopädie Erziehungswissenschaft Online. Fachgebiet: Methoden der empirischen erziehungswissenschaftlichen Forschung, Qualitative Forschungsmethoden (pp. 1-34). Weinheim: Juventa.
• Şentürk, R. (2023). Die Rolle künstlicher Intelligenz beim Deutsch als Fremdsprachenlernen: Eine Untersuchung am Beispiel von ChatGPT. Diyalog Interkulturelle Zeitschrift für Germanistik, 11(2), 405-430.
• Tartuk, M. (2023). Metaphorical perceptions of middle school students regarding the concept of artificial intelligence. International Journal of Education and Literacy Studies, 11(2), 108-116.
• Wan, W., Low, G. D., & Li, M. (2011). From students' and teachers' perspectives: Metaphor analysis of beliefs about EFL teachers' roles. System, 39(3), 403-415.
• Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for second language writers. Journal of Second Language Writing, 62, Article 101071. https://doi.org/10.1016/j.jslw.2023.101071
• Yeo, M. (2023). Academic integrity in the age of artificial intelligence (AI) authoring apps. TESOL Journal, 14(3), e716. https://doi.org/10.1002/tesj.716
• Yeşilbursa, A. (2012). Using metaphor to explore the professional role identities of higher education English language instructors. Procedia-Social and Behavioral Sciences, 46, 468-472.
• Yilmaz, R., & Yilmaz, F. G. K. (2023). The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy, and motivation. Computers and Education: Artificial Intelligence, 4, Article 100147. https://doi.org/10.1016/j.caeai.2023.100147
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.
• Zuraina, A. (2020). Artificial intelligence (AI): A review of its uses in language teaching and learning. In IOP Conference Series: Materials Science and Engineering (Vol. 769). https://doi.org/10.1088/1757-899X/769/1/012043