Comparing contemporary educational methods and artificial intelligence practices in 6th grade Turkish language classes: A case study of Artvin province

With the rapid advancement of technology, the concept of artificial intelligence (AI) has become an integral part of daily life and has begun to be used effectively in numerous fields such as health, communication, and industry. In recent years, one of the most significant reflections of this transformation has been observed in educational technologies. Owing to its features such as providing instant feedback, correcting errors, and offering adaptive content, AI offers crucial advantages including enhancing the efficiency of instructional processes, creating student-centered learning environments, and individualizing the learning process. The applications of AI in education are particularly valuable in areas requiring multidimensional skill development, such as language teaching. Turkish language education, which encompasses not only the core language skills of reading, writing, speaking, and listening but also grammar instruction, constitutes an important subject field for the implementation of these technologies. In this context, the present study, which compares contemporary instructional methods with AI applications in Turkish teaching, is significant in demonstrating the effects of AI use in Turkish education within the literature. In order to determine the effect of contemporary instructional methods and AI tools on achievement in Turkish courses, a quasi-experimental design with pre-test and post-test control groups was employed. The study group consisted of 44 sixth-grade students enrolled in schools in the central district of Artvin. In the experimental group, Turkish lessons were conducted through AI-supported applications, whereas no intervention was applied to the control group. During the six-week study process, a researcher-developed interview form and achievement test were used to collect data. While collecting data, emphasis was placed on the fundamental components of Turkish lessons, namely listening, writing, and grammar skills. The data obtained were analyzed using the document analysis method. The findings revealed that all students in the experimental group, who were instructed with AI applications, developed a positive attitude toward Turkish lessons, whereas no change was observed in the control group. These results indicate that AI provides positive contributions to Turkish language education