Mesleki İngilizce (ESP) Öğretimini Destekleme Amaçlı Yapay Zekâ Entegrasyonu

Öz

Yapay zekanın (AI) eğitim çerçevesine giderek daha fazla entegre edilmesi, mesleki İngilizce (ESP) alanında yeni fırsatlar yaratmaktadır. Ancak birçok öğretim görevlisi, yapay zekâyı öğretim ve materyal geliştirme uygulamalarına etkili bir şekilde nasıl dahil edecekleri konusunda sistematik bir rehberden yoksundur. Bu çalışma, yükseköğretimde yapay zekâ destekli öğretimle ilgili olarak İngilizceyi belirli amaçlar için kullanan öğretim görevlilerinin deneyimlerini, karşılaştıkları zorlukları ve mesleki ihtiyaçlarını araştırmayı amaçlamaktadır. Araştırma bulguları, yapay zekâ ve dijital araçların güncel kullanımı, yapay zekâ destekli öğretim uygulamaları, yapay zekâ entegrasyonunun önündeki engeller, öğrenciyle ilgili zorluklar ve yapay zekâ odaklı mesleki ihtiyaçlar konularında önemli temaları ortaya koymuştur. Sonuçlar, öğretim görevlilerinin yapay zekâya genel olarak olumlu bir tutum sergilemelerine rağmen, sınırlı eğitim olanakları, zaman kısıtlamaları, yapay zekâya aşırı bağımlılık ve yapay zekâ çıktılarının sınırlı eleştirel değerlendirmesiyle ilgili önemli zorluklarla karşılaştıklarını göstermektedir. Bu bulgulara dayanarak, bu araştırma, öğretim görevlilerinin yapay zekâyı öğretim uygulamalarına sistematik olarak entegre etmelerini desteklemek için yapay zekâ destekli bir ESP materyal geliştirme çerçevesi önermektedir. Bu araştırma, teknoloji destekli dil öğrenimi alanına katkıda bulunurken yapay zekâ destekli öğretimin etkinliğini artırmak isteyen ESP dersi veren öğretim görevlileri, müfredat tasarımcıları ve materyal geliştiricileri için pratik çıkarımlar sunmaktadır.

Anahtar Kelimeler

• Özel amaçlı İngilizce
• yapay zekâ
• materyal geliştirme
• öğretmenlerin mesleki gelişimi

Integrating Artificial Intelligence to Support English for Specific Purposes Instruction

Öz

The increasing integration of artificial intelligence (AI) into educational contexts has created new opportunities towards English for Specific Purposes (ESP) instruction. However, many lecturers lack systematic guidance on how to effectively incorporate AI into their teaching and material development practices. This study aims to explore ESP lecturers’ experiences, challenges, and professional needs related to the AI-supported teaching in higher education. In this context, structured interviews were conducted with 16 ESP lecturers who work for several universities, and the data were analyzed using thematic analysis. The findings revealed major themes concerning current use of AI and digital tools, AI-supported instructional practices, barriers to AI integration, student-related challenges, and AI-oriented professional needs. The results indicate that although lecturers demonstrate generally positive attitudes toward AI, they encounter significant difficulties related to limited training opportunities, time constraints, overreliance on AI, and limited critical evaluation of AI outputs. Based on these findings, the study proposes an AI-supported ESP material development framework for supporting lecturers to systematically integrate AI into their instructional practices. This research contributes to the growing field of technology-enhanced language learning. It offers practical implications for ESP lecturers, curriculum designers, and material developers seeking to enhance the effectiveness of AI-supported instruction.

Anahtar Kelimeler

• English for specific purposes
• artificial intelligence
• material development
• teacher professional development

Kaynakça

1. Anthony, L. (2018). Introducing English for Specific Purposes. Routledge.
2. Arslan, S. (2025). English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective. System. 131, 103680. https://doi.org/10.1016/j.system.2025.103680
3. Benabdallah, A. (2023). Investigating the future of ESP teaching in the age of artificial intelligence, Annals of Philosophy, Social and Human Disciplines 23 (2), 77-93.
4. Bouguerba, K. M. (2025). Artificial Intelligence in the Service of English for Specific Purposes. Studies in Linguistics and Language Education, 1(2), 153–166.
5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
6. Chen, L., Chen, P. & Lin, Z. (2020) Artificial intelligence in education: A review. IEEE Access Journal. 8,75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
7. Demiray Akbulut, F. (2016). ESP needs analysis of university preparatory school students: Learning-centred approach. Mustafa Kemal University Journal of Social Sciences Institute, 13(36),181-202.
8. Du, J., & Daniel, B. K. (2024). Transforming language education: A systematic review of AI-powered chatbots for English as a foreign language speaking practice. Computers and Education: Artificial Intelligence. 6, 100230. https://doi.org/10.1016/j.caeai.2024.100230

9. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4
10. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge, Cambridge University Press.
11. Karasar, N. (2020). Bilimsel Araştırma Yöntemi. Ankara, Nobel Akademik Press.
12. Karmila Sari, R., Kuncoro, A. & Erlangga, F. (2019). Need analysis of English for specific purposes (ESP) to Informatic students. JEELL (Journal of English Education, Linguistics and Literature). 5(2), 26-37. https://doi.org/10.32682/JEELL.V5I2.986
13. Labadze, L., Grigolia, M. & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education. 20, 56. https://doi.org/10.1186/s41239-023-00426-1
14. Ling, Y., & Jan, J. M. (2025). Voices from the flip: Teacher perspectives on integrating AI chatbots in flipped English classrooms. Education Sciences, 15(9), 1219. https://doi.org/10.3390/educsci15091219
15. Nikolarea, E. (2021). Human intelligence (HI –Nous) and Artificial intelligence (AI) in ESP/EAP teaching and editing of inter-disciplinary research for international communication: Case studies and methods. Journal of Systemics, Cybernetics and Informatics, 19(8), 24-38. https://doi.org/10.54808/JSCI.19.08.24
16. Jegede, O. O. (2024) Artificial intelligence and English language learning: Exploring the roles of I-driven tools in personalizing learning and providing instant feedback, Universal Library of Languages and Literatures, 1(2),6-19. https://doi.org/10.70315/uloap.ullli.2024.0102002
17. Patton, M. Q. (2015). Qualitative research & evaluation methods (3rd ed.). Sage.
18. Shafi, A. (2026). Artificial intelligence-based ESP (English for specific purposes) tutor applications for science and engineering undergraduate students in Saudi Arabia. International Journal of Advances in Signal and Image Sciences. 12(1), 1485-1499
19. Tatar, N. & Stojković, M. (2019) ESP Courses and need analysis. Philologia Mediana, 11(11),547- 559. https://doi.org/10.46630/phm.11.2019.35 Xiao, Y. & Zhi, Y. (2023). An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions. Languages 8: 212. https://doi.org/10.3390/languages8030212
20. Waly, M. M., & Zakiyyah, A. M. (2024). Artificial intelligence assistance in English for communication competence of English for specific purposes. INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 29(2), 236–256. https://doi.org/10.24090/insania.v29i2.11140
21. Warti, W. (2020). Esp students’ needs analysis based on the learning-centered approached. Wanastra: Jurnal Bahasa Dan Sastra. 12(2), https://doi.org/10.31294/W.V12I2.8631
22. Wiboolyasarin, W., Wiboolyasarin, K., Tiranant, P., Jinowat, N., & Boonyakitanont, P. (2025). AI-driven chatbots in second language education: A systematic review of their efficacy and pedagogical implications. Ampersand, 14, 100224. https://doi.org/10.1016/j.amper.2025.100224 Woollaston, S., Flanagan, B., & Ogata, H. (2024, March). Chatbots and EFL learning: A systematic review. In Joint Proceedings of LAK 2024 Workshops (Kyoto, Japan). Wulandari, R. Z., Muchsin, M. K., & Tambunan, T. (2019). A need analysis of English for specific purposes (ESP) for nursing students at SMKS Kesehatan Kendari. Journal of English Education and Teaching, 3(4), 429–437. https://doi.org/10.33369/jeet.3.4.429-437