The Investigation of Efl Students’ Preferences and Perceptions About Ai- Powered Platforms on Writing Skills
Özet
This study examines the preferences and perceptions of EFL students enrolled in a preparatory programme at a state university in Turkey regarding the AI-supported writing platforms they use to improve their writing skills. The significance of the study lies in the fact that preparatory classes form the basis for academic success and, in this context, it fills a gap regarding the role of AI tools in writing pedagogy. A qualitative research design was adopted; data were collected through open-ended questions via Google Forms and focus group interviews. The data were evaluated through descriptive statistics and thematic analysis. The findings indicate that students most frequently turn to content generation tools (ChatGPT, QuillBot, Copilot), with grammar and spelling checkers being the second most preferred option. Participants stated that these tools provide benefits in terms of accuracy, idea generation, and boosting writing confidence. However, excessive dependency, weakened critical thinking, and concerns about ethical/academic integrity emerged as significant issues. The study concludes that AI tools need to be integrated into educational settings with pedagogical guidance, ethical awareness, and principles of critical use.
Bu çalışma, Türkiye'deki bir devlet üniversitesinde hazırlık programına kayıtlı EFL öğrencilerinin yazma becerilerini geliştirmek için kullandıkları AI destekli yazma platformlarına ilişkin tercihlerini ve algılarını incelemektedir. Çalışmanın önemi, hazırlık sınıflarının akademik başarının temelini oluşturması ve bu bağlamda, yazma pedagojisinde AI araçlarının rolüne ilişkin bir boşluğu doldurmasıdır. Nitel bir araştırma tasarımı benimsenmiş; veriler Google Forms aracılığıyla açık uçlu sorular ve odak grup görüşmeleri yoluyla toplanmıştır. Veriler, tanımlayıcı istatistikler ve tematik analiz yoluyla değerlendirilmiştir. Bulgular, öğrencilerin en sık içerik oluşturma araçlarına (ChatGPT, QuillBot, Copilot) başvurduğunu, gramer ve yazım denetleyicilerinin ise ikinci en çok tercih edilen seçenek olduğunu göstermektedir. Katılımcılar, bu araçların doğruluk, fikir üretme ve yazma konusunda özgüven artırma açısından faydalar sağladığını belirtmişlerdir. Ancak, aşırı bağımlılık, zayıflamış eleştirel düşünme ve etik/akademik dürüstlükle ilgili endişeler önemli sorunlar olarak ortaya çıkmıştır. Bu çalışma ile, AI araçlarının pedagojik rehberlik, etik farkındalık ve eleştirel kullanım ilkeleri ile eğitim ortamlarına entegre edilmesi gerektiği sonucuna ulaşılmıştır.
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