Akademik Veri Yönetim Sistemi
Learning and Motivation, 2026 (SSCI, Scopus)
This study examines whether AI-assisted grammar instruction enhances grammar knowledge, AI self-efficacy, tolerance of ambiguity, and whether it affects state-trait anxiety in the context of teaching Turkish as a foreign language. It employed an experimental quantitative research design and included 90 Turkish as a foreign language learners at the A1 level randomly placed into two groups: an experimental group (EG) that received AI-assisted grammar instruction and a control group (CG) that received conventional, teacher-led grammar instruction. Scores from a validated grammar test, AI self-efficacy scale, state-trait anxiety inventory, and tolerance of ambiguity scale were analyzed before and after the intervention. The findings demonstrated that the EG notably outperformed the CG on the grammar test and that the intervention had a positive impact on the learner psychological variables as manifested in higher self-efficacy, lower state anxiety, and greater tolerance of ambiguity in the research context. These findings highlight the importance of a psychologically safe learning context and demonstrated improved learning outcomes with AI-assisted grammar instruction; the study proposes pedagogical considerations for designing safe and effective AI-assisted pedagogy.