Yabancı dil olarak İngilizce öğrenenlerin yapay zekaya yönelik tutumlarının araştırılması: Faydaları, riskleri ve dil öğreniminde kullanımı

Öz

Eğitim ortamları, yapay zekâ (YZ) nedeniyle sürekli olarak gelişmekte ve hem öğretmenler hem de öğrenciler için yeni fırsatlar sunmaktadır. Bu çalışmanın odak noktası, Yabancı Diller Yüksekokulu'ndaki yabancı dil olarak İngilizce öğrencilerinin yapay zekâya yönelik tutumlarını araştırmaktır. Öğrencilerin yapay zekâ ile ilgili görüşlerine kapsamlı bir genel bakış sağlamak için, keşfedici sıralı karma yöntem yaklaşımının bir parçası olarak yapılandırılmış bir anket ve yarı yapılandırılmış görüşmeler kullanılmıştır. Katılımcıları seçmek için uygun örnekleme yöntemi benimsenmiştir (N = 134). Nicel bulgulara göre, öğrenciler çoğunlukla YZ'nin olası faydalarına katılma veya kesinlikle katılma konusunda olumlu görüşlere sahip olmanın yanı sıra, özelliklerini yenilikçi ve eğitim ortamlarında kullanmaya açıktır. Bu arada, çok sayıda katılımcı, insan iletişiminin azalması ve YZ'nin insan rollerini devralması gibi YZ'den kaynaklanan risklerle ilgili endişelerini dile getirmiştir. Bu karşıt tutumlar, öğrencilerin yapay zekâyı kullanma konusunda hevesli olduklarını, ancak sonuçları konusunda da tereddütlü olduklarını gösteren karmaşık bir bakış açısını ortaya koymuştur. Bu sonuçlar, öğrencilerin YZ'nin pratikliğine ve yaratıcı fırsatlarına değer vermelerine rağmen, etik ve bağımlılıkla ilgili konularda da endişeli olduklarını gösteren nitel verilerle de desteklenmiştir. Sonuçlar, YZ araçlarının dil öğretimine dikkatli ve etik bir şekilde entegre edilmesinin gerekli olduğunu göstermektedir. Öğrencileri YZ'yi etik bir şekilde kullanmaya ve dil öğrenme deneyimlerini geliştirmeye hazırlamak için, hem eğitimcilerin hem de uygulayıcıların dijital yeniliği teşvik etmek ve eleştirel farkındalık arasında bir denge kurmaları gerekmektedir.

Anahtar Kelimeler

• Yapay zeka
• İngilizce öğrenenler
• tutumlar
• karma yöntem araştırması

Exploring EFL learners' attitudes towards artificial intelligence: Benefits, risks and use in language learning

Abstract

Educational landscapes are continuously evolving due to artificial intelligence (AI), offering new opportunities for both teachers and students. The focus of this study is to explore the attitudes of English as a foreign language (EFL) learners at the School of Foreign Languages towards artificial intelligence. To provide an extensive overview of the students' views regarding AI, a structured survey and semi-structured interviews were employed as part of an exploratory sequential mixed-methods approach. Convenient sampling was adopted to select participants (N = 134). According to the quantitative findings, students mostly had positive views on agreeing or strongly agreeing with the possible benefits of AI, as well as being open to using its features in innovative and educational settings. Meanwhile, a significant number of participants expressed their concerns about risks arising from AI, including reduced human contact and AI taking over human roles. These contradictory attitudes revealed a complex perspective, showing that students were enthusiastic about using AI, but also hesitant about the consequences. These results were further supported by qualitative data demonstrating that although students valued the practicality and creative opportunities of AI, they were also worried about ethical and addiction related issues. The results imply that a careful and ethical integration of AI tools into language instruction is necessary. In order to prepare learners to use AI ethically and enhance their language learning experiences, both educators and practitioners need to foster a balance between promoting digital innovation and critical awareness.

Keywords

• Artificial intelligence
• EFL learners
• attitudes
• mixed-methods research

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