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Dergiler / Diyalog Interkulturelle Zeitschrift Für Germanistik / 2026 / Cilt: 13 Sayı: 2

ChatGPT im Deutschunterricht: Eine experimentelle Studie zur Wirksamkeit KI-gestützter Lehrmethoden

ChatGPT in German Language Teaching: An Experimental Study on the Effectiveness of AI-Supported Instructional Methods

Aygül Şahin Toptaş(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0002-8468-1688
Sayfa
711–729
Yayın Tarihi
2025-12-15
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Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

At the same time, they underscore the pivotal role of teachers in adapting AI-generated material to concrete classroom needs.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:In the era of rapid digital transformation, artificial intelligence (AI) is being increasingly integrated into educational contexts, opening up new paths for personalized and motivating language teaching.
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Temel Bulgular & Veri:During the spring semester of 2024/ 25, 50 eleventh-grade students at a public school in Türkiye participated and were randomly assigned in equal numbers (n = 25 / 25) to an experimental group and a control group.
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Sonuç & Katkı:At the same time, they underscore the pivotal role of teachers in adapting AI-generated material to concrete classroom needs.
🔬Tür:Araştırma Makalesi
📍Kapsam:2024 Verileri
⚙️Değişkenler:ChatGPT · künstliche Intelligenz · Deutschunterricht

Abstract

In the era of rapid digital transformation, artificial intelligence (AI) is being increasingly integrated into educational contexts, opening up new paths for personalized and motivating language teaching. The present experimental study examines the effectiveness of ChatGPT-supported teaching activities in uppersecondary German classes. During the spring semester of 2024/ 25, 50 eleventh-grade students at a public school in Türkiye participated and were randomly assigned in equal numbers (n = 25 / 25) to an experimental group and a control group. Over four weeks both groups completed two lessons per week on the A1.2 unit “Im Einkaufszentrum.” While the control group received conventional, curriculum-based instruction, the experimental group worked with weekly dialogues, vocabulary tasks and writing activities generated by ChatGPT. A validated 20-item achievement test (Cronbach’s α = .84) was administered as a pre- and post-test. Paired-samples t-tests revealed a highly significant gain in the experimental group (M = 12.40 → 16.85; p < .001) that clearly exceeded the moderate increase in the control group (M = 12.10 → 13.45; p = .022). An independent-samples t-test of the post-test scores confirmed the advantage of AIsupported instruction (p < .001). These results demonstrate that ChatGPT enhances learner engagement, enables individualized feedback and significantly improves vocabulary, grammar and productive language performance. At the same time, they underscore the pivotal role of teachers in adapting AI-generated material to concrete classroom needs.

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Bu Makaleye Atıf Yap

Toptaş, A. Ş. (2025). ChatGPT im Deutschunterricht: Eine experimentelle Studie zur Wirksamkeit KI-gestützter Lehrmethoden. Diyalog Interkulturelle Zeitschrift Für Germanistik, Cilt: 13 Sayı: 2, 711–729. https://doi.org/10.37583/diyalog.1827931

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