FALLSTUDIE ZUM EINSATZ KÜNSTLICHER INTELLIGENZ BEIM LERNEN VON DEUTSCH ALS FREMDSPRACHE IN EINER VORBEREITUNGSKLASSE
A CASE STUDY ON THE USE OF ARTIFICIAL INTELLIGENCE IN LEARNING GERMAN AS A FOREIGN LANGUAGE IN A PREPARATORY CLASS

Summary/Abstract: The present study is designed as a qualitatively oriented case study and examines the use of artificial intelligence (AI) in learning German as a foreign language (GFL) through the example of 83 students in the preparatory class at the School of Foreign Languages of Trakya University. The findings show that AI is used primarily for practicing grammar, writing skills, and vocabulary, while other language skills are included less frequently. The majority of participants evaluate the use of AI positively and, in their responses, associate it with more active participation in the learning process, stronger confidence in their own language abilities, and higher learning motivation. At the same time, negative aspects such as a tendency toward convenience, lower reliability, and the risk of AI dependency are also addressed. Personalized learning opportunities, speed, and time efficiency are identified as central advantages. The findings on learning strategies are mixed. Some students report changes, while others report no effects or even a loss of independent learning strategies. Teacher feedback continues to be preferred, whereas AI feedback plays a more complementary role.

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