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Journals / Eğitim Teknolojisi Kuram ve Uygulama / 2026 / Cilt: 16 Sayı: 2

BIBLIOMETRIC ANALYSIS OF STUDIES ON THE USE OF ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE EDUCATION

YABANCI DİL EĞİTİMİNDE YAPAY ZEKÂ KULLANIMI KONULU ÇALIŞMALARIN BİBLİYOMETRİK ANALİZİ

Kılıç Köçeri(AĞRI İBRAHİM ÇEÇEN ÜNİVERSİTESİ)0000-0003-1687-3001
Ahmet Akçay(AGRI IBRAHIM CECEN UNIVERSITY)0000-0002-5360-2852
Pages
188–207
Publication Date
2026-07-15
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This study contributes to the field by quantitatively identifying epistemological patterns and research gaps, offering a strategic roadmap for future studies in AI-supported language learning.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aims to analyze the scientific literature on artificial intelligence (AI) applications in foreign language education using a bibliometric approach.
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Key Findings & Data:A total of 1,188 articles published between 2020 and 2025 in the Web of Science Core Collection were examined based on the keywords “AI-assisted language learning,” “NLP in education,” and “intelligent tutoring systems.” The analysis was conducted using VOSviewer software, which enabled the examination of country-author-institution distributions, citation networks, keyword clusters, and co-authorship structures.
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Conclusion & Impact:This study contributes to the field by quantitatively identifying epistemological patterns and research gaps, offering a strategic roadmap for future studies in AI-supported language learning.
🔬Design:Araştırma Makalesi
📍Scope:2020 Verileri
⚙️Variables:yapay zeka · dil eğitimi · bibliyometrik analiz

Abstract

This study aims to analyze the scientific literature on artificial intelligence (AI) applications in foreign language education using a bibliometric approach. A total of 1,188 articles published between 2020 and 2025 in the Web of Science Core Collection were examined based on the keywords “AI-assisted language learning,” “NLP in education,” and “intelligent tutoring systems.” The analysis was conducted using VOSviewer software, which enabled the examination of country-author-institution distributions, citation networks, keyword clusters, and co-authorship structures. The results reveal that China, the United States, and the UAE lead the field in publication volume. Influential scholars such as Barrot (2023), Davis (2022), and Bandura (2021) were identified with high citation impacts. Frequently recurring keywords include “ChatGPT,” “critical thinking,” “learning motivation,” and “writing skills.” Co-authorship mapping reveals limited interdisciplinary collaboration and predominantly region-based partnerships, while the absence of sustained international co-authorship highlights the fragmented and locally bound nature of research collaboration in this field. The findings highlight the evolving role of AI in language education, particularly in adaptive learning, student perception, and instructional innovation. This study contributes to the field by quantitatively identifying epistemological patterns and research gaps, offering a strategic roadmap for future studies in AI-supported language learning.

Özet

Bu çalışma, bibliyometrik bir yaklaşım kullanarak yabancı dil eğitiminde yapay zekâ (AI) uygulamaları hakkındaki bilimsel literatürü analiz etmeyi amaçlamaktadır. Web of Science Core Collection'da 2020 ile 2025 yılları arasında yayınlanan toplam 1.188 makale, “AI destekli dil öğrenimi”, “eğitimde NLP” ve “akıllı öğretim sistemleri” anahtar kelimeleri temel alınarak incelenmiştir. Analiz, VOSviewer yazılımı, ülke-yazar-kurum dağılımları, atıf ağları, anahtar kelime kümeleri ve ortak yazarlık yapıları aracılığıyla gerçekleştirilmiştir. Sonuçlar, yayın hacmi açısından Çin, Amerika Birleşik Devletleri ve Birleşik Arap Emirlikleri'nin bu alanda lider olduğunu ortaya koymaktadır. Barrot (2023), Davis (2022) ve Bandura (2021) gibi etkili akademisyenler, yüksek atıf etkisine sahip olarak tanımlanmıştır. Sıkça tekrarlanan anahtar kelimeler arasında “ChatGPT”, “eleştirel düşünme”, “öğrenme motivasyonu” ve “yazma becerileri” bulunmaktadır. Ortak yazarlık haritalaması, disiplinler arası iş birliğinin sınırlı olduğunu ve ağırlıklı olarak bölge bazlı ortaklıklar olduğunu ortaya koyarken, sürdürülebilir uluslararası ortak yazarlığın yokluğu, bu alandaki araştırma iş birliğinin parçalı ve yerel nitelikli doğasını vurgulamaktadır. Bulgular, dil eğitiminde, özellikle uyarlanabilir öğrenme, öğrenci algısı ve öğretim yeniliklerinde yapay zekânın gelişen rolünü vurgulamaktadır. Bu çalışma, epistemolojik kalıpları ve araştırma boşluklarını nicel olarak belirleyerek, yapay zekâ destekli dil öğreniminde gelecekteki çalışmalar için stratejik bir yol haritası sunarak bu alana katkıda bulunmaktadır.

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Cite This Article

Köçeri, K., Akçay, A. (2026). BIBLIOMETRIC ANALYSIS OF STUDIES ON THE USE OF ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE EDUCATION. Eğitim Teknolojisi Kuram ve Uygulama, Cilt: 16 Sayı: 2, 188–207. https://doi.org/10.17943/etku.1822810

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