Yabancı Dil Olarak Türkçe Öğretiminde Duolingo’ya Yönelik Öğrenci Görüşleri

Öz

Bu çalışma, altı haftalık bir süre boyunca A1 ile C1 seviyeleri arasında Türkçeyi öğrenen öğrenciler için mobil destekli dil öğrenme (MALL) aracı olarak Duolingo’nun kullanımını incelemektedir. Çalışma, öğrencilerin Türkçeyi öğrenmek için Duolingo ile ilgili deneyimleri hakkında bilgi toplamayı amaçlamaktadır. Çalışmanın temel amacı, öğrencilerin geri bildirimlerine dayanarak Duolingo’nun yabancı dil olarak Türkçe öğrenimini desteklemedeki etkinliğini değerlendirmek ve uygulamanın iyileştirilebileceği alanları belirlemektir. Veriler, rehberli bir Duolingo oturumunun ardından sınıf ortamında 117 Türkçe öğrencisiyle yarı yapılandırılmış bir form aracılığıyla toplanmıştır; görüşme formu bireysel olarak uygulanmış ve yanıtlar yazılı olarak alınmıştır. Görüşmeler, öğrencilerin Duolingo uygulamasını kullanma deneyimlerine odaklanmış ve uygulamanın kullanılabilirliği hakkındaki görüşleri ve iyileştirme önerileri de dâhil edilmiştir. Öğrenciler, kullanıcı dostu arayüzünü takdir ederek uygulamadan genel olarak memnun olduklarını ifade etmiştir. Ancak, daha fazla konuşma etkinliği ihtiyacı, Türkçe öğretimi için daha geniş dil seçenekleri yelpazesi, canlı veya yapay zeka tabanlı konuşma araçlarıyla entegrasyon gibi iyileştirilmesi gereken birkaç alan vurgulanmıştır. Bulgular, Duolingo’nun hem bireysel hem de sınıf temelli öğrenme için değerli bir araç olduğunu göstermektedir. Ancak, konuşma odaklı etkinliklerin daha fazla dâhil edilmesi ve uygulamanın öğrenme deneyimini kişiselleştirme yeteneğinin geliştirilmesi, eğitim değerini önemli ölçüde artırabilir, daha dengeli ve kapsamlı bir dil öğrenme deneyimi sağlayabilir.

Anahtar Kelimeler

• Duolingo
• mobil destekli dil öğrenimi
• öğrenci görüşleri
• yabancı dil olarak Türkçe öğretimi
• yapay zekâ

Students’ Perceptions of Duolingo in Teaching Turkish as a Foreign Language

Öz

This study examines the use of Duolingo as a mobile-assisted language learning (MALL) tool for learners of Turkish, ranging from A1 to C1 proficiency levels, over a six-week period. The study aims to gather insights on students' experiences with Duolingo for Turkish language learning. The primary objective of the study is to assess the effectiveness of Duolingo in supporting the learning of Turkish as a foreign language, based on student feedback, and to identify areas where the app could be improved. Data was collected through a semi-structured form with 117 Turkish language learners conducted in classroom settings after a guided Duolingo session; the interview form was administered individually and responses were in written format. The interviews focused on students' experiences using the Duolingo app, including their opinions on its usability and suggestions for improvements. Students expressed overall satisfaction with the app, appreciating its user-friendly interface. However, they highlighted several areas for improvement, such as the need for more speaking activities, a broader range of language options for Turkish instruction, and integration with live or AI-based speaking tools. The findings suggest that Duolingo is a valuable tool for both individual and classroom-based learning. However, incorporating more speaking-focused activities and enhancing the app's ability to personalize the learning experience could significantly increase its educational value, providing a more balanced and comprehensive language learning experience.

Anahtar Kelimeler

• Artificial intelligence
• Duolingo
• mobile-assisted language learning
• student perceptions
• teaching Turkish as a foreign language

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