The Effects of Artificial Intelligence on Turkish Language Teaching

A workshop titled “The Present and Future of Turkish Language Teaching” was held at Istanbul Arel University.

Organized by Istanbul Arel University’s Language Application and Research Center (Arel Dilmer) at the Tepekent Kemal Gözükara Campus, the workshop focused on the impact of technology on language learning and discussed necessary improvements in language teaching. Marking a first in many aspects, the workshop included a unique “Student Table” where learners of Turkish had the opportunity to express the difficulties they face while learning the language.

The workshop, which proposed significant solutions to common challenges in Turkish language instruction, featured seven discussion tables on: Digitalization, Trainer Education, Assessment and Evaluation, Material Development, Curriculum Development, Current Issues, and Student Challenges.

The workshop began with an opening speech by Istanbul Arel University Rector Prof. Dr. Ersin Göse and continued with various sessions. In his speech, Prof. Dr. Göse emphasized the importance of Turkish language acquisition for foreign students studying at Istanbul Arel University, highlighting its significance for the country.

Dr. Mehmet Altınova, Director of Arel Dilmer, provided information about the goals and program of the workshop and thanked all participants for their attendance.

Interactive Experiences with Virtual Reality (VR) Headsets

The workshop also featured a display of drawings and oil paintings created by Arel Dilmer students. To emphasize the integration of technology into Turkish language teaching, interactive language learning experiences were offered through virtual reality (VR) headsets.

Key Messages from the Workshop on Turkish Language Education:

Artificial Intelligence Enters Education – But the Teacher Still Holds the Key
While AI tools can assist teachers in producing educational materials, it was emphasized that quality control and level-appropriateness must remain under the supervision of educators. Although voiceovers and visuals yield efficient results, caution must be exercised when using AI for text generation.

A Teacher Who Turns on Subtitles May Hinder Listening Skills
Subtitles contribute to multisensory learning, but careless use can disrupt language development. Whether subtitles are turned on or off should depend on the student’s proficiency level, as listening comprehension is a critical skill.

When Pictures Speak, Students Understand Better
Visual materials should be used not just as decorative elements, but as meaning-supporting tools that carry cultural codes. Character continuity, real-life images, and cultural diversity were noted as factors that enhance the learning process.

Words Derive Meaning from Their Neighbors
Due to the polysemy in Turkish, context-based vocabulary teaching was deemed more effective. Isolated word lists were considered insufficient; presenting words within context facilitates better retention.

Without Trainer Training, the Lesson Becomes a Lecture
It was emphasized that Turkish language teachers are expected to possess linguistic knowledge, classroom management skills, and digital literacy. In-service training should be provided, and continuous professional development should be encouraged.

Learn with a QR Code, Say Goodbye to Paper
Digitalization should be addressed not just through tools but also within the teaching culture. Tools such as QR codes, VR applications, and gamification can boost student motivation, though their distracting effects and cognitive load must be considered.

The Student Wants to Speak, But Cannot Form a Sentence
Speaking was identified as one of the most challenging skills for students. The importance of practicing in social environments was underlined, and students should be encouraged to be more active in class.

A Student Who Learns Turkish at the Market Won’t Fear Grammar
Natural social encounters greatly accelerate language development. Learning in places like markets, restaurants, and public transportation increases language awareness.

Fairness in Exams: To Assess Is to Teach
A hybrid assessment model was recommended, integrating tools like presentations, written assignments, and video projects. The idea that exams also serve as teaching tools was highlighted.

Grammar Should Be Lived, Not Shown
Instead of testing grammar directly, it should be presented within context. Students should experience rules in practice. Grammar was emphasized as a means, not an end.

The Classroom Is Not Limited to Four Walls
Students should be encouraged to practice language outside the classroom. Institutions should support off-campus activities and create language learning spaces beyond traditional classrooms.

A Modular Curriculum Should Serve as the Student’s Roadmap
The curriculum should be flexibly structured based on the student profile. It should be shaped partly by teacher discretion while remaining part of a sustainable system.

Standardized Exams or Teacher Intuition?
While standardization in exams is necessary, teacher intuition should also be involved in the evaluation process. The creation of shared question banks, rubrics, and vocabulary pools was recommended. Students should be assessed based on both results and learning processes.

The workshop concluded with a closing session attended by Istanbul Arel University Rector Prof. Dr. Ersin Göse, along with many academics from various universities, directors of language learning centers, and field experts.