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    Establishing a culture of academic integrity at secondary schools to promote EFL writing development
    (Çanakkale Onsekiz Mart Üniversitesi, Lisansüstü Eğitim Enstitüsü, 2022) Çelik, Özgür; Razı, Salim
    Akademik dürüstlük eğitim, öğretim ve araştırmanın temel koşullarından birisidir. Akademik dürüstlük kavramı öğrencilerin yazma gelişimi ile doğrudan ilgilidir ve akademik dürüstlük kültürü oluşturma öğrencilerin İngiliz dilinde akademik yazma becerilerine olumlu olarak tesir eder. Yabancı dil öğrenen öğrencilerin metinlerarası yazma becerisi geliştirmeleri elzemdir. Bunu ilk ve ortaöğretim düzeyinde gerçekleştirmek özellikle önemlidir çünkü bu dönemde öğrenciler kendi yazma üsluplarını ve stillerini geliştirmeye başlarlar. Buradan hareketle, bu çalışma liselerde akademik dürüstlük kültürü oluşturmanın öğrencilerin yabancı dilde yazma becerisini nasıl etkileyeceğini araştırmayı amaçlamaktadır. Bu ilişkiyi ortaya koymak için, bir öncül çalışma, bir ana çalışma ve bir izleme çalışmasından oluşan çoklu çalışmalı bir tez planlanmıştır. Politika geliştirme ve uygulama akademik dürüstlük kültürü oluşturmanın ön koşullarından birisidir. Bu yüzden, öncül çalışmada ilk ve ortaöğretim okulları için çok yönlü bir akademik dürüstlük politikası yazma aracı geliştirilmiştir. Ana çalışmada akademik dürüstlük kültürü oluşturma sürecine olumlu ve olumsuz etki yapan faktörler ortaya koyulmuştur. İzleme çalışmasında mekanik, etik ve retorik metinlerarası becerilerin öğrencilerin İngilizce yazma gelişimini nasıl etkilediğini araştırılmıştır. Bu çalışma, politika geliştirme sürecinde göz önünde bulundurulması gereken, liselerde akademik dürüstlük kültürü oluşturma sürecine olumlu ve olumsuz olarak etki eden (Bölüm 3) etmenleri ortaya koymuştur. Bunun yanında, metinlerarası becerilerin geliştirilmesinin intihal vakalarını azalttığı ve öğrencilerin yazma becerilerine İçerik, Organizasyon ve Stil & İfade Becerisini olumlu olarak etkileyebileceğini göstermiştir. Öncül Çalışma (Bölüm 2), ana çalışma (Bölüm 3) ve izleme çalışmasının (Bölüm 4) bulguları ilgili bölümlerde sunulmuştur.
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    Exploring EFL Students’ AI Literacy in Academic Writing: Insights into Familiarity, Knowledge and Ethical Perceptions
    (Afyon Kocatepe University, 2025) Hossain, Zakir; Çelik, Özgür; Hınız, Gökhan
    As artificial intelligence (AI) increasingly influences education, understanding learners' experiences, engagement and literacy of these tools is critical. This study explores AI literacy among Turkish EFL (English as a Foreign Language) students regarding their familiarity, knowledge, and ethical perceptions of AI technologies in academic writing. Using a descriptive exploratory approach, the study surveyed 427 students from two Turkish universities. Findings reveal a moderate level of AI familiarity and usage among participants, with a significant reliance on AI tools for translation and grammar proofreading. Despite recognizing AI's potential to enhance academic writing, students exhibited limited technical proficiency and understanding of AI's underlying mechanisms, highlighting a need for targeted and structured AI education for EFL writing. The findings contribute to the ongoing discourse on AI integration in EFL education, offering insights for policymakers, educators, and researchers to better prepare students for an AI-driven academic environment.
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    Facilitators and barriers to creating a culture of academic integrity at secondary schools: an exploratory case study
    (BioMed Central Ltd, 2023) Çelik, Özgür; Razı, Salim
    Academic integrity is a vital pedagogical responsibility that educational institutions should explicitly address. One of the best ways to uphold academic integrity is to create a culture of academic integrity throughout the school. This is especially imperative at high schools where students develop their moral identity because students who act dishonestly at high school will likely behave accordingly in post-secondary education and ultimately be dishonest in familial and professional settings. Creating a culture of academic integrity is a challenging, long and multifaceted journey. In this respect, this exploratory case study set out to create a culture of academic integrity at a high school in Türkiye and explore what facilitates and impedes the process. We followed Stephens’ (2016) Multilevel Intervention Model and implemented a School-Wide Education program to guide us through the process. We conducted various activities throughout one academic year, from seminars to competitions. At the end of the term, we conducted individual and focus group interviews with the members of the school community and analyzed the interview data to identify facilitators and barriers of the process. The analysis yielded five facilitators (1) creating buy-in, (2) administrative embracement and support, (3) activities that promote student involvement, (4) external expert and school collaboration as praxis, and (5) policy as the blueprint and five barriers (1) deficiencies in responding academic misconduct, (2) prioritization of academic success over academic integrity, (3) teacher resistance against change, (4) exam-based assessment design, and (5) timing of the activities. Each theme was discussed in detail, and recommendations were made for high schools which set out on a journey of creating academic integrity culture.
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    Ontological and Epistemological Foundations of Research: The Analysis of Three Educational Studies
    (Uluslararası Eğitim Araştırmacıları Derneği, 2019) Çelik, Özgür; Köksal, Dinçay
    Ontological and epistemological perspectives constitute the philosophical scaffold of a research study. The main problem of most studies is the inconsistency in the rationale of the studies, in other words, the discrepancy between theory and practice. Identifying the study’s perspective to the truth (ontology) and the knowledge (epistemology) contributes much to the coherence in the rationale of the study. In this respect, this study aims to analyse three selected educational studies from ontological and epistemological perspectives to reveal how the consistency can be achieved relying on the philosophical underpinnings. 
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    Testing of support tools to detect plagiarism in academic Japanese texts
    (Springer, 2023) Özşen, Tolga; Saka, İrem; Çelik, Özgür; Razı, Salim; Cente Akkan, Senem; Dlabolova, Dita Henek
    Plagiarism has been among the top forms of academic misconduct. Detective, reactive and proactive measures are taken to mitigate plagiarism in scholarly works. Text-matching tools play a significant role in the detection of plagiarism. Many studies have tested the performance of text-matching tools in detecting plagiarism from various perspectives. However, no study addressed the performance of such tools in ideographic languages, particularly Japanese. Considering the sharp increase in the number of academic Japanese text and plagiarism incidents in the Japanese context, it is essential to explore to what extent text-matching tools catch similarities in Japanese texts and respond to the needs of Japanese users. Within this scope, this study set out to explore the coverage and usability performance of text-matching tools in the Japanese language. We tested the coverage performance of 10 text-matching tools with five types of intentionally plagiarized documents. Also, we tested the usability performance via a feature checklist. The testing results suggested that the tools generally give a relatively higher performance on the usability side rather than the coverage aspect. Most tools have minimal coverage performance in the Japanese language. In the end, we provided takeaways for vendors, policymakers and educators.