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Abstract
The integration of artificial intelligence (AI) into education, particularly in language learning, has opened new opportunities for enhancing teaching methodologies. This study explores the use of AI-supported assistant robot teachers in teaching Turkish to foreigners through a Delphi research method. The study was conducted in three stages, involving expert opinions from seven academics specializing in Turkish as a foreign language. The findings suggest that AI-powered robot tutors can be beneficial in developing speaking and listening skills, providing real-time feedback, reducing anxiety, and increasing motivation. However, limitations such as the inability to fully replicate human interaction, challenges in cultural and emotional representation, and technological constraints were also highlighted. Experts agree that robots cannot replace teachers but can serve as supportive instructional tools, and there is a moderate level of consensus on this point. While robots can provide interactive learning environments and standardized feedback, they should be integrated with human-led instruction to maximize learning outcomes. The study concludes that AI-powered robot teachers can play a complementary role in Turkish language education, but further research is needed to develop effective hybrid teaching models. Future research should focus on refining the role of robotic tutors in education, addressing technological and pedagogical limitations, and exploring methods to enhance their interaction with learners.
