Keywords
Online Foreign Language Teaching
Translanguaging Pedagogies
How to Cite
Abstract
This mixed-method study explores foreign language teachers’ use of Translanguaging Pedagogies (TP) in online teaching, supported by the artificial intelligence tool ChatGPT (Chat Generative Pre-trained Transformer). TP refers to the strategic integration of two or more languages during instruction, while ChatGPT is an AI-powered conversational agent that produces context-sensitive and human-like responses. Participants included English (N=35), German (N=9), and French (N=9) language teachers in the pre-sessional program of a Turkish university, selected via convenience sampling. Quantitative data were gathered through a researcher-developed questionnaire that examined the frequency of TP use in online sessions. Qualitative data were obtained via semi-structured interviews, which focused on how teachers integrated ChatGPT into their translanguaging practices. Quantitative data were analyzed using the Mann-Whitney U and Kruskal-Wallis tests, while qualitative responses were examined through content analysis. Findings from the questionnaire revealed no significant difference in TP usage between male and female teachers. However, statistically significant differences emerged between bilingual and multilingual teachers, as well as between teachers of English and those of German and French. Multilingual teachers more frequently incorporated multiple languages and cultural elements in online instruction. Interview results indicated that teachers employed ChatGPT to (1) design multilingual teaching and assessment materials, (2) support pre-writing activities, and (3) provide multilingual feedback on student writing. Overall, ChatGPT was viewed as a practical, creative, and time-efficient tool that enhanced teaching effectiveness. The study concludes by suggesting implications for the integration of AI tools into translanguaging pedagogy in online language education.
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