Türkiye'deki İngilizce öğretmenliği öğrencilerinin yapay zekâ bazlı büyük dil modellerine karşı yeterlilikleri ve tutumları

The development of large language models has affected many fields, with one of them being language education. Contemporary technology has always been a part of English learning and teaching, from the invention of the computer to all the way to and beyond the release of ChatGPT. With ChatGPT naturally being integrated into the field, there remain many gaps in literature around many aspects of English education and large language models. To fill one of these gaps, the main aim of this research is to find out the ChatGPT literacy and ChatGPT attitude of ELT students studying in a state university in Western Türkiye, and to find out if there are correlations between the two variables in addition to other variables such as university year, ChatGPT awareness, gender, and so on. To fulfill these aims, adapted ChatGPT Literacy Scale (S. Lee & Park, 2024), adapted TAME-ChatGPT (Abdaljaleel et al., 2024), ChatGPT ELT Attitude Survey was utilized for 141 participants in addition to semi-structured group interviews for 8 participants in total. The results reveal that there are various significant correlations between ChatGPT literacy and attitude, alongside significant correlations between university year, ChatGPT awareness, gender, whether students have taken compulsory ELT courses with the two main variables. It is concluded that ChatGPT literacy should be taught to language students and teachers, and teachers, students alike should be made aware of the positive and negative possibilities of large language models.