Ndikimi i platformave të bazuara në inteligjencë artificiale në motivimin dhe përvetësimin e gjuhës gjermane si gjuhë e huaj

Abstract

This study addresses the potential of using artificial intelligence (AI) in teaching German as a foreign language in pre-university education in Kosovo. With the rapid development of technology and the introduction of tools such as ChatGPT, Duolingo, Google Bard or Kahoot in contemporary education, it is important to understand how teachers perceive and integrate these tools into their teaching practice. The aim of the research was to explore the experiences, challenges and attitudes of German language students and teachers regarding the use of artificial intelligence in teaching, as well as its impact on internal differentiation and student motivation. This study used an online questionnaire from the Google Form platform with students and semi-structured interviews with ten German language teachers from different public and private schools in Kosovo. Data analysis was carried out through thematic analysis, identifying common attitudes on the use of AI in teaching. The results showed that most students and teachers consider artificial intelligence as a valuable auxiliary tool, which makes learning more interactive and increases student motivation. However, some challenges were also identified, such as the lack of specific training, insufficient infrastructure and the lack of clear institutional policies for the use of AI in education. This research contributes to the educational literature by providing an empirical overview of the current situation in Kosovo and by highlighting the need for systematic teacher training and supporting policies that will integrate AI in a sustainable and ethical manner in language education.