Yapay Zeka Okuryazarlığı ile İngilizce Dil Öğrenme Motivasyonu Arasındaki İlişkinin Araştırılması

Öz

Yapay zeka hayatın her alanını dönüştürmektedir. Yapay zekanın yabancı dil öğrenimini nasıl etkilediğini anlamak hayati önem taşımaktadır. Yapay zeka, öğrenci motivasyonunu artırabilecek gerçek zamanlı geri bildirimi ve bireyselleştirilmiş öğrenme deneyimlerini geliştirebilir. Çalışmada öğrencilerin İngilizce öğrenme motivasyon düzeyleri ve yapay zeka okuryazarlıkları ölçülmüştür. Veriler, Yapay Zeka Okuryazarlığı ve İngilizce Dil Öğrenme Motivasyon Ölçekleri kullanılarak 397 katılımcıdan yüz yüze anketler yoluyla toplanmıştır. Bulgular, İngilizce öğrenme motivasyonunun (65,02) ve yapay zeka okuryazarlığının (61,95) ortalamanın üzerinde olduğunu göstermiştir. İngilizce öğrenme motivasyonu toplam puanları ile yapay zeka okuryazarlığı arasında istatistiksel olarak anlamlı düzeyde, pozitif yönde ilişki bulunmaktadır (p < 0,01). Bu sonuçlar, İngilizce öğrenmeye yönelik daha yüksek motivasyonun, daha iyi düzeyde yapay zeka okuryazarlığıyla ilişkili olduğunu göstermektedir. Ayrıca, yapay zekanın dil öğretimine dahil edilmesinin öğrencilerin motivasyonunu ve katılımını artırabilir. Ayrıca bu ilişkiyi etkileyen diğer değişkenleri incelemek için daha fazla araştırma yapılması gerekmektedir. Sonuçlar, hızla değişen eğitim ortamında yapay zeka okuryazarlığını ve yabancı dil öğretimini geliştirmek isteyen eğitimcilere ve yasa koyuculara aydınlatıcı bilgiler sunabilir.

Anahtar Kelimeler

• Yapay Zeka
• Okuryazarlık
• Motivasyon
• İngilizce Dil Öğrenimi

Exploring the relationship between artificial intelligence literacy and English language learning motivation

Abstract

Artificial intelligence has been transforming every field of life. It's critical to comprehend how artificial intelligence affects foreign language learning. Artificial intelligence can improve real-time feedback and individualized learning experiences, which may boost student motivation. The study assesses students' artificial intelligence literacy and English language learning motivation levels. Data were gathered through in-person surveys from 397 participants using the Artificial Intelligence Literacy and the English Language Learning Motivation Scales. The findings showed that English language learning motivation (65.02) and literacy in artificial intelligence (61.95) were above average. There were statistically significant positive correlations between total scores of English language learning motivation and artificial intelligence literacy (p < 0.01). These results imply that a greater motivation to learn English is related to a better level of artificial intelligence literacy. Also, incorporating artificial intelligence into language instruction can improve students' motivation and engagement. More research to examine other variables impacting this relationship is also needed. The results may offer insightful information to educators and legislators who seek to enhance artificial intelligence literacy and foreign language instruction in a quickly changing educational environment.

Keywords

• Artificial intelligence
• literacy
• Motivation
• English Language learning

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