Original article | Base for Electronic Educational Sciences 2024, Vol. 5(1) 114-134
Unveiling the Layers: Analyzing ChatGPT Implementations in Turkish State Universities
Ömer Gökhan Ulum
pp. 114 - 134 | Manu. Number: MANU-2403-11-0001
Published online: March 24, 2024 | Number of Views: 11 | Number of Download: 51
Abstract
The field of Artificial Intelligence (AI) is now seeing a significant increase in visibility and importance. The manifestation of this phenomenon is seen not alone by the increasing acknowledgment of assistive technologies like Google Bard, but also by the recent implementation of ChatGPT. However, there exist significant milestones that must be accomplished prior to the complete replacement of authentic educators by artificial intelligence. These significant achievements include the integration of emotions, rational decision-making, and ethical discussions. The Automated ChatGPT is an AI-driven language model chatbot that offers significant progress in expediting activities like as grading assignments and homework, mitigating human bias, and achieving a level of accuracy comparable to human teachers. Notwithstanding these benefits, the use of ChatGPT has seen much criticism within the realm of education, particularly in settings involving the acquisition of English as a foreign language (EFL). In order to thoroughly examine this issue, a comprehensive inquiry was undertaken to investigate the perspectives of pre-service EFL teachers and in-service EFL teachers on the incorporation of ChatGPT. The study employed a qualitative approach, utilizing a scenario methodology that incorporated both an adaptive scenario technique and a collaborative scenario technique. In the adaptive scenario, participants were provided with sentence completions to explore their perspectives, while the collaborative scenario involved conducting an online focus-group discussions with the participants. The results of the survey indicated that pre-service EFL teachers have positive attitudes about ChatGPT. On the other hand, in-service EFL teachers often conveyed negative perspectives about the execution of this approach. The existence of differing perspectives highlights the complexities associated with incorporating AI-powered technologies such as ChatGPT into educational settings. The use of ChatGPT by students was shown to be advantageous in the improvement of their language proficiency, since it provided prompt feedback and opportunity for practice. Nevertheless, educators expressed apprehensions over the precision and reliability of ChatGPT, expressing fears that it may have difficulties in providing nuanced and contextually suitable replies. The aforementioned juxtaposition highlights the need for more investigation and advancement to tackle these issues and guarantee the efficient integration of AI-powered technology in educational environments.
Keywords: ChatGPT, Artificial Intelligence (AI), ELT, scenario, prompt engineering
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