Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2023, Cilt: 5 Sayı: 2, 582 - 597, 28.12.2023

Tugba Aydın Yıldız

https://doi.org/10.51535/tell.1314355
Cited By: 1

Öz

Kaynakça

  • Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International.
  • Alamer, A., & Al Khateeb, A. (2023). Effects of Using the Whatsapp Application on Language Learners’ Motivation: A Controlled Investigation Using Structural Equation Modelling. Computer Assisted Language Learning, 36(1-2), 149-175.
  • Amershi, S., Arksey, N., Carenini, G., Conati, C., Mackworth, A., Maclaren, H., & Poole, D. (2005). Fostering Student Learning and Motivation: An Interactive Educational Tool for AI (Vol. 6). Tech. Rep.
  • Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
  • Brandl, K. (2002). The integration of internet-based reading materials into the foreign language curriculum: From teacher-to student-centered approaches. Language Learning & Technology. Volume and issue, page number
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Cai, M. Y., Wang, J. Y., Chen, G. D., Wang, J. H., & Yang, S. H. (2020). A Digital Reality Theater with the Mechanisms of Real-Time Spoken Language Evaluation and Interactive Switching of Scenario & Virtual
  • Costumes: Effects on Motivation and Learning Performance. In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) (pp. 295-299). IEEE.
  • Campbell, M., Saltmarsh, S., Chapman, A., & Drew, C. (2013). Issues of teacher professional learning within ‘non-traditional’classroom environments. Improving schools, 16(3), 209-222.
  • Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.
  • Chapelle, C. (2003). English language learning and technology. John Benjamins Publishing Company. Philadelphia.
  • Chen, E., & Li, Z. (2011). On the application of multimedia technology in foreign language teaching and learning in China's colleges: Challenges, problems and implications. Paper presented at the 2011 International Conference on Multimedia Technology (pp. 595-597). IEEE.
  • Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S.-H. H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 102(2), 367–380. http://dx.doi.org/10.1037/a0017850
  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian psychology/Psychologie canadienne, 49(3), 182.doi:10.1037/a0012801
  • De Souza, R., Parveen, R., Chupradit, S., Velasco, L. G., Arcinas, M., Tabuena, A. C., & Ventayen, R. J. M. (2021). Language teachers’ pedagogical orientations in integrating technology in the online classroom: Its effect on students’ motivation and engagement. Turkish Journal of Computer and Mathematics Education, 12(10), 5001-5014. doi: 10.17762/turcomatv12i10.5268
  • Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.doi: 10.1016/j.compedu.2012.03.002
  • Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation (2nd ed.). New York: Routledge.
  • Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of applied linguistics, 21, 43-59. doi: 10.1017/S0267190501000034
  • Ellis, R. (2003). Designing a task-based syllabus. RELC journal, 34(1), 64-81.doi: 10.1177/00336882030340
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold.
  • Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 75(1), 74-101.
  • Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-learning and Digital Media, 2(1), 5-16.doi.org/10.2304/elea.2005.2
  • Gürbüz, R., Gülburnu, M., & Şahin, S. (2017). Oyun Destekli Kesir Öğretimi Hakkinda Öğretmen Görüşleri: Video Destekli Bir Çalişma. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (25), 98-132.
  • Harwood, N. (2010). English language teaching materials: Theory and practice. Cambridge University Press. Ibáñez, M., Kloos, C., Leony, D., Rueda, J., & Maroto, D. (2011). Learning a foreign language in a mixed- reality environment. Internet Computering IEEE, 15, 6, 44-47
  • Janda, M. A. (1990). Collaboration in a traditional classroom environment. Written Communication, 7(3), 291-315.
  • Jianfeng, C., Raj, G. S., & Ai, J. T. T. (2018). The correlations among learning motivation, autonomy and language proficiency in Chinese EFL context. LEARN Journal: Language Education and Acquisition Research Network, 11(1), 1-14.
  • Kukulska-Hulme, A. (2012). Smart devices or people? A mobile learning quandary. International Journal of Learning and Media, 4(3-4), 73-77.doi:10.1162/IJLM_a_00105
  • Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer assisted language learning, 24(4), 317-335.
  • Lai, C., & Tai, C. P. (2021). Types of social media activities and Hong Kong South and Southeast Asians Youth’s Chinese language learning motivation. System, 97, 102432.
  • Lamy, M., & Hampel, R. (2007). Online communication in language learning and teaching. Springer.
  • Lee, Y. F., Hwang, G. J., & Chen, P. Y. (2022). Impacts of an AI-based cha bot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation. Educational technology research and development, 70(5), 1843-1865.
  • Lewis, W. (2010). Serious use of a serious game for language learning. International Journal of Artificial Intelligence in Education, 20(2), 175-195.
  • Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: The effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66, 913-935.
  • Lyke, J., & Frank, M. (2012). Comparison of student learning outcomes in online and traditional classroom environments in a psychology course. Journal of Instructional Psychology, 39(3/4), 245.
  • Mahadzir, N. N., & Phung, L. F. (2013). The use of augmented reality pop-up book to increase motivation in English language learning for national primary school. Journal of Research & Method in Education, 1(1), 26-38. doi: 10.9790/7388-0112638
  • Mao, M. L. (2010). A study on the problems and their countermeasures of multimedia teaching of college English. Computer-Assisted Education Study, 68-70.
  • Martín-Núñez, J. L., Ar, A. Y., Fernández, R. P., Abbas, A., & Radovanović, D. (2023). Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?. Computers and Education: Artificial Intelligence, 4, 100128.
  • Mercer, S., & Kostoulas, A. (2018). Language teacher psychology. Bristol, UK: Multilingual Matters. Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The effect of learners’ motivation on their reading comprehension skill: A literature review. International journal of research in English education, 2(3), 10-21.
  • Mukundan, J., Kalajahi, S. A. R., & Naghdipour, B. (2014). The potential of incorporating computer games in foreign language curricula. Advances in Language and Literary Studies, 5(2), 19-24.
  • Muñoz, S. A. S., Gayoso, G. G., Huambo, A. C., Tapia, R. D. C., Incaluque, J. L., Aguila, O. E. P., & Arias-Gonzáles, J. L. (2023). Examining the Impacts of ChatGPT on Student Motivation and Engagement. Social Space, 23(1), 1-27.
  • Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature and Linguistics, 1(2), 98-105.
  • Palomo-Duarte, M., Berns, A., Cejas, A., Dodero, J. M., Caballero, J. A., & Ruiz-Rube, I. (2016). Assessing foreign language learning through mobile game-based learning environments. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 7(2), 53-67. doi: 10.4018/IJHCITP.2016040104.
  • Panagiotidis, P., Krystalli, P., & Arvanitis, P. (2018). Technology as a motivational factor in foreign language learning. European Journal of Education, 1(3), 36-45. doi: 10.26417/ejedv1i3.p43-52
  • Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT journal, 51(2), 144-156.
  • Perry, N.E., Hutchinson, L. & Tauberger, C. (2008). Talking about teaching self-regulatedlearning: Scaffolding student teachers’development and use of practices that promote self-regulated learning. International Journal of Educational Research 47: 97-108.
  • Pintrich, P. R., & De Groot, E. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.doi.org/10.1037/0022-0663.82.1.33
  • Raj, N. S., & Renumol, V. G. (2022). A systematic literature review on adaptive content recommenders in personalized learning environments from 2015 to 2020. Journal of Computers in Education, 9(1), 113-148. doi: 10.1007/s40692-021-00199-4
  • Rajeswari, P., & Madhusudan, J. V. (2022). A Systematic Review on Effect of Artificial Intelligence and Augmented Reality on Students’ Academic Performance and Motivation. In The Proceedings of The 4th International Conference On Virtual Reality (Vol. 15, p. 135).
  • Reinders, H. (2018). Autonomy and technology. In L. Liontas (Eds.), The TESOL encyclopedia of English language teaching. New York, NY: Wiley.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.doi.org/10.1006/ceps.1999.1020.
  • Solak, E., & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners' vocabulary learning. Journal of Educators Online, 12(2), 50-72.
  • Son, J. B. (2011). Online tools for language teaching. Tesl-Ej, 15(1), 1-12.
  • Stockwell, Glenn. (2013). Technology and Motivation in English-Language Teaching and Learning. International Perspectives on Motivation. 10.1057/9781137000873_9. Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57- 78.doi:10.1017/S0958344007000511.
  • Sun, Z. (2010). Language teaching materials and learner motivation. Journal of Language Teaching & Research, 1(6), 889-892.doi:10.4304/jltr.1.6.889-892.
  • Şenyaman, G. (2023). Arapça yabancı dil öğretiminde yapay zekânın geleceği: ChatGPT örneği. Rumelide Dil ve Edebiyat Araştırmaları Dergisi, (33), 1057-1070.
  • Tabachnick, B.G. & Fidell, L.S. (2013). Using multivariate statistics. Pearson.
  • Tomlinson, B. (2023). Developing materials for language teaching. Bloomsbury Publishing.
  • Topsakal, O., & Topsakal, E. (2022). Framework for a foreign language teaching software for children utilizing AR, voicebots and ChatGPT (Large Language Models). The Journal of Cognitive Systems, 7(2), 33-38.
  • Ushioda, E., & Dörnyei, Z. (2017). Beyond global English: Motivation to learn languages in a multicultural world: Introduction to the special issue. The Modern Language Journal, 101(3), 451-454. doi: 10.1111/modl.12407.
  • Üredi, I. (2005). The contributions of perceived parenting styles to 8th class primary school students' self regulated learning strategies and motivational beliefs. Unpublished Doctoral Thesis, Yıldız Teknik University, İstanbul
  • Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(2), 57-71. doi:10.1017/S0261444800012970.
  • Woodrow, L. (2017). Introducing course design in English for specific purposes (1st ed.). Routledge. USA.
  • Zhou, Y., & Wei, M. (2018). Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching, 8(2), 471-495. doi: 10.14746/ssllt.2018.8.2.13.
  • Zileli, E. N. (2023). Yabancı dil olarak türkçe öğreniminde ChatGPT örneği. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 5(1), 42-51.
  • Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology. 81: 329-39.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zou, D., Xie, H., & Wang, F. L. (2018). Future trends and research issues of technology-enhanced language learning: A technological perspective. Knowledge Management & E-Learning, 10(4), 426-440. doi: 10.34105/j.kmel.2018.10.026.

The Impact of ChatGPT on Language Learners’ Motivation

Yıl 2023, Cilt: 5 Sayı: 2, 582 - 597, 28.12.2023

Tugba Aydın Yıldız

https://doi.org/10.51535/tell.1314355
Cited By: 1

Öz

As digital technology advances, its tools and applications are being used both inside and outside the classroom to increase student participation and motivation. One encouraging technology that has freshly seized acceptance is the adoption of artificial intelligence (AI) in language learning. One akin AI structure is ChatGPT. It is a language model matured by OpenAI that can engender human-like chat in return to user guidance. The goal of this study is to explore the effect of combining ChatGPT-generated dialogues into language teaching materials on the motivation of language learners. The participants group of this study were second-year 60 university students. The students' motivational strategies were measured using the 'Motivational Strategies for Learning Questionnaire' (Pintrinch & De Groot, 1990). The outcomes of the present study showed that there were statistically powerful differences between majors on the motivation test subcategories (self-regulation, intrinsic values, and test anxiety). In other words, using ChatGPT technology as a learning material, has increased the motivation of the students.

Anahtar Kelimeler

ChatGPT Artificial intelligence Language learning Learner motivation

Kaynakça

  • Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International.
  • Alamer, A., & Al Khateeb, A. (2023). Effects of Using the Whatsapp Application on Language Learners’ Motivation: A Controlled Investigation Using Structural Equation Modelling. Computer Assisted Language Learning, 36(1-2), 149-175.
  • Amershi, S., Arksey, N., Carenini, G., Conati, C., Mackworth, A., Maclaren, H., & Poole, D. (2005). Fostering Student Learning and Motivation: An Interactive Educational Tool for AI (Vol. 6). Tech. Rep.
  • Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
  • Brandl, K. (2002). The integration of internet-based reading materials into the foreign language curriculum: From teacher-to student-centered approaches. Language Learning & Technology. Volume and issue, page number
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Cai, M. Y., Wang, J. Y., Chen, G. D., Wang, J. H., & Yang, S. H. (2020). A Digital Reality Theater with the Mechanisms of Real-Time Spoken Language Evaluation and Interactive Switching of Scenario & Virtual
  • Costumes: Effects on Motivation and Learning Performance. In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) (pp. 295-299). IEEE.
  • Campbell, M., Saltmarsh, S., Chapman, A., & Drew, C. (2013). Issues of teacher professional learning within ‘non-traditional’classroom environments. Improving schools, 16(3), 209-222.
  • Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.
  • Chapelle, C. (2003). English language learning and technology. John Benjamins Publishing Company. Philadelphia.
  • Chen, E., & Li, Z. (2011). On the application of multimedia technology in foreign language teaching and learning in China's colleges: Challenges, problems and implications. Paper presented at the 2011 International Conference on Multimedia Technology (pp. 595-597). IEEE.
  • Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S.-H. H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 102(2), 367–380. http://dx.doi.org/10.1037/a0017850
  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian psychology/Psychologie canadienne, 49(3), 182.doi:10.1037/a0012801
  • De Souza, R., Parveen, R., Chupradit, S., Velasco, L. G., Arcinas, M., Tabuena, A. C., & Ventayen, R. J. M. (2021). Language teachers’ pedagogical orientations in integrating technology in the online classroom: Its effect on students’ motivation and engagement. Turkish Journal of Computer and Mathematics Education, 12(10), 5001-5014. doi: 10.17762/turcomatv12i10.5268
  • Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.doi: 10.1016/j.compedu.2012.03.002
  • Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation (2nd ed.). New York: Routledge.
  • Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of applied linguistics, 21, 43-59. doi: 10.1017/S0267190501000034
  • Ellis, R. (2003). Designing a task-based syllabus. RELC journal, 34(1), 64-81.doi: 10.1177/00336882030340
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold.
  • Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 75(1), 74-101.
  • Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-learning and Digital Media, 2(1), 5-16.doi.org/10.2304/elea.2005.2
  • Gürbüz, R., Gülburnu, M., & Şahin, S. (2017). Oyun Destekli Kesir Öğretimi Hakkinda Öğretmen Görüşleri: Video Destekli Bir Çalişma. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (25), 98-132.
  • Harwood, N. (2010). English language teaching materials: Theory and practice. Cambridge University Press. Ibáñez, M., Kloos, C., Leony, D., Rueda, J., & Maroto, D. (2011). Learning a foreign language in a mixed- reality environment. Internet Computering IEEE, 15, 6, 44-47
  • Janda, M. A. (1990). Collaboration in a traditional classroom environment. Written Communication, 7(3), 291-315.
  • Jianfeng, C., Raj, G. S., & Ai, J. T. T. (2018). The correlations among learning motivation, autonomy and language proficiency in Chinese EFL context. LEARN Journal: Language Education and Acquisition Research Network, 11(1), 1-14.
  • Kukulska-Hulme, A. (2012). Smart devices or people? A mobile learning quandary. International Journal of Learning and Media, 4(3-4), 73-77.doi:10.1162/IJLM_a_00105
  • Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer assisted language learning, 24(4), 317-335.
  • Lai, C., & Tai, C. P. (2021). Types of social media activities and Hong Kong South and Southeast Asians Youth’s Chinese language learning motivation. System, 97, 102432.
  • Lamy, M., & Hampel, R. (2007). Online communication in language learning and teaching. Springer.
  • Lee, Y. F., Hwang, G. J., & Chen, P. Y. (2022). Impacts of an AI-based cha bot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation. Educational technology research and development, 70(5), 1843-1865.
  • Lewis, W. (2010). Serious use of a serious game for language learning. International Journal of Artificial Intelligence in Education, 20(2), 175-195.
  • Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: The effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66, 913-935.
  • Lyke, J., & Frank, M. (2012). Comparison of student learning outcomes in online and traditional classroom environments in a psychology course. Journal of Instructional Psychology, 39(3/4), 245.
  • Mahadzir, N. N., & Phung, L. F. (2013). The use of augmented reality pop-up book to increase motivation in English language learning for national primary school. Journal of Research & Method in Education, 1(1), 26-38. doi: 10.9790/7388-0112638
  • Mao, M. L. (2010). A study on the problems and their countermeasures of multimedia teaching of college English. Computer-Assisted Education Study, 68-70.
  • Martín-Núñez, J. L., Ar, A. Y., Fernández, R. P., Abbas, A., & Radovanović, D. (2023). Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?. Computers and Education: Artificial Intelligence, 4, 100128.
  • Mercer, S., & Kostoulas, A. (2018). Language teacher psychology. Bristol, UK: Multilingual Matters. Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The effect of learners’ motivation on their reading comprehension skill: A literature review. International journal of research in English education, 2(3), 10-21.
  • Mukundan, J., Kalajahi, S. A. R., & Naghdipour, B. (2014). The potential of incorporating computer games in foreign language curricula. Advances in Language and Literary Studies, 5(2), 19-24.
  • Muñoz, S. A. S., Gayoso, G. G., Huambo, A. C., Tapia, R. D. C., Incaluque, J. L., Aguila, O. E. P., & Arias-Gonzáles, J. L. (2023). Examining the Impacts of ChatGPT on Student Motivation and Engagement. Social Space, 23(1), 1-27.
  • Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature and Linguistics, 1(2), 98-105.
  • Palomo-Duarte, M., Berns, A., Cejas, A., Dodero, J. M., Caballero, J. A., & Ruiz-Rube, I. (2016). Assessing foreign language learning through mobile game-based learning environments. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 7(2), 53-67. doi: 10.4018/IJHCITP.2016040104.
  • Panagiotidis, P., Krystalli, P., & Arvanitis, P. (2018). Technology as a motivational factor in foreign language learning. European Journal of Education, 1(3), 36-45. doi: 10.26417/ejedv1i3.p43-52
  • Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT journal, 51(2), 144-156.
  • Perry, N.E., Hutchinson, L. & Tauberger, C. (2008). Talking about teaching self-regulatedlearning: Scaffolding student teachers’development and use of practices that promote self-regulated learning. International Journal of Educational Research 47: 97-108.
  • Pintrich, P. R., & De Groot, E. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.doi.org/10.1037/0022-0663.82.1.33
  • Raj, N. S., & Renumol, V. G. (2022). A systematic literature review on adaptive content recommenders in personalized learning environments from 2015 to 2020. Journal of Computers in Education, 9(1), 113-148. doi: 10.1007/s40692-021-00199-4
  • Rajeswari, P., & Madhusudan, J. V. (2022). A Systematic Review on Effect of Artificial Intelligence and Augmented Reality on Students’ Academic Performance and Motivation. In The Proceedings of The 4th International Conference On Virtual Reality (Vol. 15, p. 135).
  • Reinders, H. (2018). Autonomy and technology. In L. Liontas (Eds.), The TESOL encyclopedia of English language teaching. New York, NY: Wiley.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.doi.org/10.1006/ceps.1999.1020.
  • Solak, E., & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners' vocabulary learning. Journal of Educators Online, 12(2), 50-72.
  • Son, J. B. (2011). Online tools for language teaching. Tesl-Ej, 15(1), 1-12.
  • Stockwell, Glenn. (2013). Technology and Motivation in English-Language Teaching and Learning. International Perspectives on Motivation. 10.1057/9781137000873_9. Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57- 78.doi:10.1017/S0958344007000511.
  • Sun, Z. (2010). Language teaching materials and learner motivation. Journal of Language Teaching & Research, 1(6), 889-892.doi:10.4304/jltr.1.6.889-892.
  • Şenyaman, G. (2023). Arapça yabancı dil öğretiminde yapay zekânın geleceği: ChatGPT örneği. Rumelide Dil ve Edebiyat Araştırmaları Dergisi, (33), 1057-1070.
  • Tabachnick, B.G. & Fidell, L.S. (2013). Using multivariate statistics. Pearson.
  • Tomlinson, B. (2023). Developing materials for language teaching. Bloomsbury Publishing.
  • Topsakal, O., & Topsakal, E. (2022). Framework for a foreign language teaching software for children utilizing AR, voicebots and ChatGPT (Large Language Models). The Journal of Cognitive Systems, 7(2), 33-38.
  • Ushioda, E., & Dörnyei, Z. (2017). Beyond global English: Motivation to learn languages in a multicultural world: Introduction to the special issue. The Modern Language Journal, 101(3), 451-454. doi: 10.1111/modl.12407.
  • Üredi, I. (2005). The contributions of perceived parenting styles to 8th class primary school students' self regulated learning strategies and motivational beliefs. Unpublished Doctoral Thesis, Yıldız Teknik University, İstanbul
  • Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(2), 57-71. doi:10.1017/S0261444800012970.
  • Woodrow, L. (2017). Introducing course design in English for specific purposes (1st ed.). Routledge. USA.
  • Zhou, Y., & Wei, M. (2018). Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching, 8(2), 471-495. doi: 10.14746/ssllt.2018.8.2.13.
  • Zileli, E. N. (2023). Yabancı dil olarak türkçe öğreniminde ChatGPT örneği. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 5(1), 42-51.
  • Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology. 81: 329-39.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zou, D., Xie, H., & Wang, F. L. (2018). Future trends and research issues of technology-enhanced language learning: A technological perspective. Knowledge Management & E-Learning, 10(4), 426-440. doi: 10.34105/j.kmel.2018.10.026.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Tugba Aydın Yıldız 0000-0001-5248-2484

Erken Görünüm Tarihi 22 Ekim 2023
Yayımlanma Tarihi 28 Aralık 2023
Kabul Tarihi 15 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA 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

Cited By

Die Rolle Künstlicher Intelligenz beim Deutsch als Fremdsprachenlernen: Eine Untersuchung am Beispiel von ChatGPT
Diyalog Interkulturelle Zeitschrift Für Germanistik
https://doi.org/10.37583/diyalog.1404207
 Kapak Resmi İndir

2617220107