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

Yıl 2024, Cilt: 12 Sayı: 4, 107 - 124, 30.12.2024
https://doi.org/10.71084/ijlet.1561914

Öz

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.

Teşekkür

The authors are deeply indebted to Prof. Dr. Filiz Yalçın-Tılfarlıoğlu for lightning the way all the time.

Kaynakça

  • Alghamdy, R. Z. (2023). Pedagogical and ethical implications of artificial intelligence in EFL context: A review study. English Language Teaching, 16(10), 87-98.
  • Almehmadi, W. (2024). Exploring the potential of AI techniques in teaching English as a foreign language: A systematic literature review. Asian Journal of Social Sciences and Management Studies, 11(2), 22-31.
  • Al-Qahtani, M. F. (2013). Relationship between English language, learning strategies, attitudes, motivation, and students’ academic achievement. Education in Medicine Journal, 5(3), 19-29. http://dx.doi.org/10.5959/eimj.v5i3.124
  • Aydın-Yıldız, T. (2023). The impact of ChatGPT on language learners’ motivation. Journal of Teacher Education and Lifelong Learning, 5(2), 582–597. https://doi.org/10.51535/tell.1314355
  • Baker, D., Georgakopoulos, D., Nodine, M., Cichocki, A.: From events to awareness. In: IEEE Services Computing Workshops, 2006. SCW’06, pp. 21–30. IEEE (2006). doi:10.1109/SCW.2006.16
  • Bujang, M. A., & Baharum, N. (2016). Sample size guideline for correlation analysis. World Journal of Social Science Research, 3(1), 37. https://doi.org/10.22158/wjssr.v3n1p37.
  • Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: A systematic literature review. International Journal of STEM Education, 10(1), 29. doi:10.1186/s40594-023-00418-7
  • Changlek, A., & Palanukulwong, T. (2015). Motivation and grit: Predictors of language learning achievement. Veridian E-Journal, Silpakorn University (Humanities, Social Sciences and Arts), 8(4), 23–36.
  • Cialdini, R. B., Petty, R. E., &Cacioppo, J. T. (1981). Attitude and attitude change. Annual Review of Psychology, 32(1), 357-404.doi:10.1146/annurev.ps.32.020181.002041
  • Creely, E. (2024). Exploring the role of generative AI in enhancing language learning: Opportunities and challenges. International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE42022495 Crystal, D. (2011). A dictionary of linguistics and phonetics. John Wiley & Sons.
  • Çelebi, C., Yılmaz, F., Demir, U., & Karakuş, F. (2023). Artificial intelligence literacy: An adaptation study. Instructional Technology and Lifelong Learning, 4(2), 291–306. https://doi.org/10.52911/itall.1401740
  • Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), https://doi.org/10.1080/2331186X.2023.2290342
  • Dashtizadeh, P., & Farvardin, M. T. (2016). The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: The case of high school EFL learners. Journal of Language and Cultural Education, 4(3), 86–102. https://doi.org/10.1515/jolace-2016-0027
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273–284. https://doi.org/10.2307/330107
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. doi:10.1017/S026144480001315X
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom (Vol. 10). Cambridge University Press.
  • Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. New York, NY: Routledge.
  • Feng, H. Y., Fan, J. J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable. Educational Research International, 2(2), 50–58.
  • Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/ajess/2020/v10i430273
  • Fitriwati, D. G. (2018). The effect of motivation on the learning achievement. Indonesian Journal of Integrated English Language Teaching, 4(2), 198–207.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill Education.
  • Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant's impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055. https://doi.org/10.1016/j.caeai.2022.100055
  • Gurler, I. (2015). Correlation between self-confidence and speaking skill of English language teaching and English language and literature preparatory students. Current Research in Social Sciences, 1(2), 14-19.
  • Harmer, J. (2008). How to teach English. ELT Journal, 62(3), 313–316. https://doi.org/10.1093/elt/ccn029 Harry, A. (2023). Role of AI in education. Interdisciplinary Journal and Humanity (INJURITY), 2(3), 260–268. https://doi.org/10.58631/injurity.v2i3.52
  • Kannan, J. & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence. In Fernández Juncal, C. & N. Hernández Muñoz (Eds.). Vías de transformación en la enseñanza de lenguas con mediación tecnológica. Círculo de Lingüística Aplicada a la Comunicación, 76, 13-30 http://dx.doi.org/10.5209/CLAC.62495
  • Karvonen, H., Heikkilä, E., & Wahlström, M. (2019). Artificial intelligence awareness in work environments. In: Barricelli, B., et al. Human Work Interaction Design. Designing Engaging Automation. HWID 2018. IFIP Advances in Information and Communication Technology, vol 544, 175-185, https://doi.org/10.1007/978-3-030-05297-3_12 Kong, S. C., Cheung, W. M. Y., & Zhang, G. (2021). Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds. Computers and Education: Artificial Intelligence, 2, 100026. https://doi.org/10.1016/j.caeai.2021.100026
  • Kushmar, L. V., Vornachev, A. O., Korobova, I. O., & Kaida, N. O. (2022). Artificial intelligence in language learning: What are we afraid of? Arab World English Journal (AWEJ) Special Issue on CALL (8), 262–273. https://doi.org/10.24093/awej/call8.18
  • Lăpădat, L. C., & Lăpădat, M. M. (2023). The importance of motivation in foreign language learning. Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages, 22(1), 142–152.
  • Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, 100101. https://doi.org/10.1016/j.caeai.2022.100101
  • Lee, A. (2021). the effect of artificial intelligence literacy education on university students' ethical consciousness of artificial intelligence. Robotics & AI Ethics, 6(3), 52-61.
  • Leslie, D. (2019). Understanding artificial intelligence ethics and safety. arXiv preprint https://doi.org/10.48550/arXiv.1906.05684
  • Liu, M. (2023). Exploring the application of artificial intelligence in foreign language teaching: Challenges and future development. In SHS Web of Conferences, vol. 168, EDP Sciences. https://doi.org/10.1051/shsconf/202316800021
  • Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 168 (pp. 1–16). ACM. https://doi.org/10.1016/j.caeai.2021.100041
  • Modi, K., Singh, I., & Kumar, Y. (2023). A comprehensive analysis of artificial intelligence techniques for the prediction and prognosis of lifestyle diseases. Archives of Computational Methods in Engineering, 30(8), 4733–4756. https://doi.org/10.1007/s11831-023-09928-7
  • Morandín-Ahuerma, F. (2022). What is artificial intelligence? International Journal of Research Publishing Review, 3(12), 1947–1951. https://doi.org/10.55248/gengpi.2022.31261
  • Moybekâ, A., Syariatin, N., Tatipang, D., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial intelligence and English classroom: The implications of AI toward EFL students’ motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444–2454. https://doi.org/10.33487/edumaspul.v7i2.6669
  • Nat, P. (2022). Enhancing students’ motivation in foreign language learning. Cambodian Journal of Educational Research, 2(2), 104–118.
  • Negoiță, D. O., & Popescu, M. A. M. (2023). The use of artificial intelligence in education. International Conference of Management and Industrial Engineering, 11, 208–214. https://doi.org/10.56177/11icmie2023
  • Obari, H., & Lambacher, S. (2019). Improving the English skills of native Japanese using artificial intelligence in a blended learning program. In CALL and Complexity–Short Papers from EUROCALL (pp. 327–333).
  • Panigrahi, C. M. A. (2020). Use of artificial intelligence in education. Management Accountant, 55(5), 64–67. Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
  • Salajegheh, M., & Hoseinyshavoun, A. (2018). The role of motivation in learning. Journal of Medical Education Development, 13(2), 172–174.
  • Siau, K., & Wang, W. (2020). Artificial intelligence (AI) ethics: ethics of AI and ethical AI. Journal of Database Management (JDM), 31(2), 74-87.
  • Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, doi: 10.3389/fpsyg.2023.1260843
  • Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232–256. https://doi.org/10.33487/learn.v15i1.6669
  • Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of undergraduate EFL students of private university in palembang. International Journal of Education & Literacy Studies, 6(4), 35-39. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35
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Yapay Zeka Okuryazarlığı ile İngilizce Dil Öğrenme Motivasyonu Arasındaki İlişkinin Araştırılması

Yıl 2024, Cilt: 12 Sayı: 4, 107 - 124, 30.12.2024
https://doi.org/10.71084/ijlet.1561914

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.

Kaynakça

  • Alghamdy, R. Z. (2023). Pedagogical and ethical implications of artificial intelligence in EFL context: A review study. English Language Teaching, 16(10), 87-98.
  • Almehmadi, W. (2024). Exploring the potential of AI techniques in teaching English as a foreign language: A systematic literature review. Asian Journal of Social Sciences and Management Studies, 11(2), 22-31.
  • Al-Qahtani, M. F. (2013). Relationship between English language, learning strategies, attitudes, motivation, and students’ academic achievement. Education in Medicine Journal, 5(3), 19-29. http://dx.doi.org/10.5959/eimj.v5i3.124
  • Aydın-Yıldız, T. (2023). The impact of ChatGPT on language learners’ motivation. Journal of Teacher Education and Lifelong Learning, 5(2), 582–597. https://doi.org/10.51535/tell.1314355
  • Baker, D., Georgakopoulos, D., Nodine, M., Cichocki, A.: From events to awareness. In: IEEE Services Computing Workshops, 2006. SCW’06, pp. 21–30. IEEE (2006). doi:10.1109/SCW.2006.16
  • Bujang, M. A., & Baharum, N. (2016). Sample size guideline for correlation analysis. World Journal of Social Science Research, 3(1), 37. https://doi.org/10.22158/wjssr.v3n1p37.
  • Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: A systematic literature review. International Journal of STEM Education, 10(1), 29. doi:10.1186/s40594-023-00418-7
  • Changlek, A., & Palanukulwong, T. (2015). Motivation and grit: Predictors of language learning achievement. Veridian E-Journal, Silpakorn University (Humanities, Social Sciences and Arts), 8(4), 23–36.
  • Cialdini, R. B., Petty, R. E., &Cacioppo, J. T. (1981). Attitude and attitude change. Annual Review of Psychology, 32(1), 357-404.doi:10.1146/annurev.ps.32.020181.002041
  • Creely, E. (2024). Exploring the role of generative AI in enhancing language learning: Opportunities and challenges. International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE42022495 Crystal, D. (2011). A dictionary of linguistics and phonetics. John Wiley & Sons.
  • Çelebi, C., Yılmaz, F., Demir, U., & Karakuş, F. (2023). Artificial intelligence literacy: An adaptation study. Instructional Technology and Lifelong Learning, 4(2), 291–306. https://doi.org/10.52911/itall.1401740
  • Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), https://doi.org/10.1080/2331186X.2023.2290342
  • Dashtizadeh, P., & Farvardin, M. T. (2016). The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: The case of high school EFL learners. Journal of Language and Cultural Education, 4(3), 86–102. https://doi.org/10.1515/jolace-2016-0027
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273–284. https://doi.org/10.2307/330107
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. doi:10.1017/S026144480001315X
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom (Vol. 10). Cambridge University Press.
  • Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. New York, NY: Routledge.
  • Feng, H. Y., Fan, J. J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable. Educational Research International, 2(2), 50–58.
  • Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/ajess/2020/v10i430273
  • Fitriwati, D. G. (2018). The effect of motivation on the learning achievement. Indonesian Journal of Integrated English Language Teaching, 4(2), 198–207.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill Education.
  • Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant's impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055. https://doi.org/10.1016/j.caeai.2022.100055
  • Gurler, I. (2015). Correlation between self-confidence and speaking skill of English language teaching and English language and literature preparatory students. Current Research in Social Sciences, 1(2), 14-19.
  • Harmer, J. (2008). How to teach English. ELT Journal, 62(3), 313–316. https://doi.org/10.1093/elt/ccn029 Harry, A. (2023). Role of AI in education. Interdisciplinary Journal and Humanity (INJURITY), 2(3), 260–268. https://doi.org/10.58631/injurity.v2i3.52
  • Kannan, J. & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence. In Fernández Juncal, C. & N. Hernández Muñoz (Eds.). Vías de transformación en la enseñanza de lenguas con mediación tecnológica. Círculo de Lingüística Aplicada a la Comunicación, 76, 13-30 http://dx.doi.org/10.5209/CLAC.62495
  • Karvonen, H., Heikkilä, E., & Wahlström, M. (2019). Artificial intelligence awareness in work environments. In: Barricelli, B., et al. Human Work Interaction Design. Designing Engaging Automation. HWID 2018. IFIP Advances in Information and Communication Technology, vol 544, 175-185, https://doi.org/10.1007/978-3-030-05297-3_12 Kong, S. C., Cheung, W. M. Y., & Zhang, G. (2021). Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds. Computers and Education: Artificial Intelligence, 2, 100026. https://doi.org/10.1016/j.caeai.2021.100026
  • Kushmar, L. V., Vornachev, A. O., Korobova, I. O., & Kaida, N. O. (2022). Artificial intelligence in language learning: What are we afraid of? Arab World English Journal (AWEJ) Special Issue on CALL (8), 262–273. https://doi.org/10.24093/awej/call8.18
  • Lăpădat, L. C., & Lăpădat, M. M. (2023). The importance of motivation in foreign language learning. Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages, 22(1), 142–152.
  • Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, 100101. https://doi.org/10.1016/j.caeai.2022.100101
  • Lee, A. (2021). the effect of artificial intelligence literacy education on university students' ethical consciousness of artificial intelligence. Robotics & AI Ethics, 6(3), 52-61.
  • Leslie, D. (2019). Understanding artificial intelligence ethics and safety. arXiv preprint https://doi.org/10.48550/arXiv.1906.05684
  • Liu, M. (2023). Exploring the application of artificial intelligence in foreign language teaching: Challenges and future development. In SHS Web of Conferences, vol. 168, EDP Sciences. https://doi.org/10.1051/shsconf/202316800021
  • Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 168 (pp. 1–16). ACM. https://doi.org/10.1016/j.caeai.2021.100041
  • Modi, K., Singh, I., & Kumar, Y. (2023). A comprehensive analysis of artificial intelligence techniques for the prediction and prognosis of lifestyle diseases. Archives of Computational Methods in Engineering, 30(8), 4733–4756. https://doi.org/10.1007/s11831-023-09928-7
  • Morandín-Ahuerma, F. (2022). What is artificial intelligence? International Journal of Research Publishing Review, 3(12), 1947–1951. https://doi.org/10.55248/gengpi.2022.31261
  • Moybekâ, A., Syariatin, N., Tatipang, D., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial intelligence and English classroom: The implications of AI toward EFL students’ motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444–2454. https://doi.org/10.33487/edumaspul.v7i2.6669
  • Nat, P. (2022). Enhancing students’ motivation in foreign language learning. Cambodian Journal of Educational Research, 2(2), 104–118.
  • Negoiță, D. O., & Popescu, M. A. M. (2023). The use of artificial intelligence in education. International Conference of Management and Industrial Engineering, 11, 208–214. https://doi.org/10.56177/11icmie2023
  • Obari, H., & Lambacher, S. (2019). Improving the English skills of native Japanese using artificial intelligence in a blended learning program. In CALL and Complexity–Short Papers from EUROCALL (pp. 327–333).
  • Panigrahi, C. M. A. (2020). Use of artificial intelligence in education. Management Accountant, 55(5), 64–67. Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
  • Salajegheh, M., & Hoseinyshavoun, A. (2018). The role of motivation in learning. Journal of Medical Education Development, 13(2), 172–174.
  • Siau, K., & Wang, W. (2020). Artificial intelligence (AI) ethics: ethics of AI and ethical AI. Journal of Database Management (JDM), 31(2), 74-87.
  • Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, doi: 10.3389/fpsyg.2023.1260843
  • Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232–256. https://doi.org/10.33487/learn.v15i1.6669
  • Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of undergraduate EFL students of private university in palembang. International Journal of Education & Literacy Studies, 6(4), 35-39. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35
  • Uğurlu, C. T., Mehdiyev, E., & Usta, H. G. (2017). İngilizce dil öğreniminde motivasyon ölçeği: Geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 1(54), 21–37. http://dx.doi.org/10.9761/JASSS3632
  • Wang, B., Rau, P. L. P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324–1337. https://doi.org/10.1080/0144929X.2022.2125573
  • Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
  • Williams, C. (1983). A brief introduction to artificial intelligence. In Proceedings OCEANS'83 (pp. 94–99). IEEE. https://doi.org/10.1109/OCEANS.1983.930541
  • Yang, T. (2024). Impact of Artificial intelligence software on English learning motivation and achievement. In SHS Web of Conferences, vol. 193. EDP Sciences. https://doi.org/10.1051/shsconf/202419302011
  • Yanhua, Z. (2020). The application of artificial intelligence in foreign language teaching. In 2020 International Conference on Artificial Intelligence and Education (ICAIE) (pp. 40–42). IEEE. https://doi.org/10.1109/ICAIE50128.2020.9309873
  • Yenilmez, K. (2007). Attitudes of Turkish high school students toward mathematics. International Journal of Educational Reform, 16(4), 318-335. https://doi.org/10.1177/105678790701600401
  • Yun, C. S. (2024). Exploring Learners’ Perceptions on efficacy of artificial intelligence in enhancing EFL conversation classes. 영어교육연구, 117-143. doi: 10.69822/kdps.2024.54.117
  • Zhang, C., Meng, Y., & Ma, X. (2024). Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate. System, 121, 103259. https://doi.org/10.1016/j.system.2024.103259
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce, Dil Edinimi
Bölüm Araştırma Makalesi
Yazarlar

Huriye Yaşar 0000-0002-4143-1099

Vasif Karagücük 0000-0002-1532-8450

Erken Görünüm Tarihi 30 Aralık 2024
Yayımlanma Tarihi 30 Aralık 2024
Gönderilme Tarihi 5 Ekim 2024
Kabul Tarihi 2 Aralık 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 12 Sayı: 4

Kaynak Göster

APA Yaşar, H., & Karagücük, V. (2024). Exploring the relationship between artificial intelligence literacy and English language learning motivation. International Journal of Languages’ Education and Teaching, 12(4), 107-124. https://doi.org/10.71084/ijlet.1561914