Trends in Research on the Use of Artificial Intelligence Applications in Turkish Language Teaching
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Abstract
Rapid technological developments in the twenty-first century have accelerated the integration of artificial intelligence into teaching and learning processes. This study examines articles and postgraduate theses on artificial intelligence and Turkish language teaching published between 2020 and 2025. The studies were analyzed according to publication year, type, department, research method, research design, data collection tools, data analysis methods, and AI technologies used. Document analysis, a qualitative research method, was employed. Publications indexed in the YÖK National Thesis Center, Google Scholar, and DergiPark were reviewed. Inclusion criteria required studies to be published between 2020 and 2025, written in Turkish, available in full text, and related to keywords such as Turkish language teaching, artificial intelligence, reading, writing, listening, speaking, and generative AI. Studies published before 2020, written in other languages, presented as conference papers, unavailable in full text, or published as books or book chapters were excluded. A total of 30 studies, including 20 articles and 10 theses, were analyzed through content analysis. Findings indicate that publication output increased significantly in 2024–2025, with articles constituting the majority of studies. Qualitative methods and literature review designs were predominant, while document analysis and semi-structured interviews were the most frequently used data collection tools. ChatGPT emerged as the most commonly examined AI application. The results reveal a need for more experimental and practice-oriented research and suggest that integrating visual and auditory AI tools alongside text-based applications may further enrich Turkish language teaching.
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