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    A bibliometric and content analysis of student engagement research in English language teaching
    (Routledge Journals, Taylor & Francis Ltd, 2024) Hiniz, Gokhan; Celik, Ozgur
    Student engagement research in the field of English language teaching (ELT) has substantially increased in recent years. However, there is a research gap concerning the up-to-date analysis of the current state of student engagement research in ELT. This study aims to provide a comprehensive overview of the historical evolution of trends in published articles, the most influential journals, leading researchers, contributing countries and institutions, impactful articles, emerging themes and methodological characteristics of student engagement research in ELT through bibliometric and content analysis. Data for the study were gathered from 175 research articles retrieved from Web of Science and Scopus databases. The findings indicate a growing interest in student engagement research in ELT, with a particular focus on learner psychology and writing skills, while reading, listening, and speaking received considerably less attention. The findings from the study offer resources, research ideas, avenues for publication, professional development, and collaboration.Abstract (in Turkish)Ö zİ ngiliz Dili Eğ itimi (English Language Teaching - ELT) alanı nda etkin öğ renci katı lı mı (student engagement) ü zerine yapı lan araş tı rmalar son yı llarda ö nemli ö lçü de artmış tı r. Buna karşı n, İ ngiliz Dili Eğ itimi alanı nda etkin katı lı m araş tı rmaları nı n gü ncel durumunun analizine iliş kin alanyazı nda bir boş luk bulunmaktadı r. Bu ç alış ma, bibliyometrik ve iç erik analizi yoluyla, konuya iliş kin yayı nlanan makalelerdeki eğ ilimlerin tarihsel geliş imi, en etkili dergiler, ö nde gelen araş tı rmacı lar, katkı da bulunan ü lkeler ve kurumlar, etkili makaleler, ortaya çı kan temalar ve ELT'de etkin öğ renci katı lı mı araş tı rmaları nı n metodolojik ö zellikleri hakkı nda kapsamlı bir bakış sunmayı amaç lamaktadı r. Ç alış ma iç in veriler, Web of Science ve Scopus veri tabanları ndan seç ilen 175 araş tı rma makalesinden toplanmış tı r. Bulgular, ELT'de etkin öğ renci katı lı mı araş tı rmaları na artan bir ilgi olduğ unu, ö zellikle öğ renci psikolojisi ve yazma becerilerine odaklanı ldığı nı, okuma, dinleme ve konuş manı n ise ç ok daha az ilgi gö rdüğü nü gö stermektedir. Ç alış madan elde edilen bulgular, akademik dergiler, araş tı rma fikirleri, yayı n, mesleki geliş im ve iş birliğ ine yö nelik ö neriler sunmaktadı r.Abstract (in Turkish)Ö zİ ngiliz Dili Eğ itimi (English Language Teaching - ELT) alanı nda etkin öğ renci katı lı mı (student engagement) ü zerine yapı lan araş tı rmalar son yı llarda ö nemli ö lçü de artmış tı r. Buna karşı n, İ ngiliz Dili Eğ itimi alanı nda etkin katı lı m araş tı rmaları nı n gü ncel durumunun analizine iliş kin alanyazı nda bir boş luk bulunmaktadı r. Bu ç alış ma, bibliyometrik ve iç erik analizi yoluyla, konuya iliş kin yayı nlanan makalelerdeki eğ ilimlerin tarihsel geliş imi, en etkili dergiler, ö nde gelen araş tı rmacı lar, katkı da bulunan ü lkeler ve kurumlar, etkili makaleler, ortaya çı kan temalar ve ELT'de etkin öğ renci katı lı mı araş tı rmaları nı n metodolojik ö zellikleri hakkı nda kapsamlı bir bakış sunmayı amaç lamaktadı r. Ç alış ma iç in veriler, Web of Science ve Scopus veri tabanları ndan seç ilen 175 araş tı rma makalesinden toplanmış tı r. Bulgular, ELT'de etkin öğ renci katı lı mı araş tı rmaları na artan bir ilgi olduğ unu, ö zellikle öğ renci psikolojisi ve yazma becerilerine odaklanı ldığı nı, okuma, dinleme ve konuş manı n ise ç ok daha az ilgi gö rdüğü nü gö stermektedir. Ç alış madan elde edilen bulgular, akademik dergiler, araş tı rma fikirleri, yayı n, mesleki geliş im ve iş birliğ ine yö nelik ö neriler sunmaktadı r. Student engagement refers to the active and meaningful participation of students in educational processes and the level of effort and interest they show in these processes. Unlike participation, engagement requires a deeper level of commitment and interaction with learning materials; it is more than just physically attending classes or completing tasks. Student engagement in English language teaching (ELT) makes the language learning process more effective and meaningful. Therefore, many academic studies were conducted on student engagement in language teaching. A bibliometric analysis of these studies can provide us with a holistic perspective on student engagement. Bibliometric analysis is a method that measures how often and in what context publications and scientific studies are used. This helps us understand which topics are popular and which researchers or studies have the most impact. In a way, it is a research method that maps who is talking to whom in the scientific world, which ideas are trending, and how these ideas evolve over time. Accordingly, this study conducted a bibliometric and content analysis of 175 academic studies on student engagement, and as a result of these analyses, the most published authors, the journals with the most publications, the countries with the most publications, and research trends, gaps and methods in the field of student engagement in English language teaching were identified. The findings indicate a growing interest in student engagement research in ELT, with a particular focus on learner psychology and writing skills, while reading, listening, and speaking received considerably less attention. The findings from the study offer resources, research ideas, avenues for publication, professional development, and collaboration. We expect that these results will provide insights for researchers, teachers, teacher educators, and other stakeholders in the field of English language teaching.
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    Öğe
    From transgressors to authors: promoting EFL writing through academic integrity integrated instruction
    (Elsevier Sci Ltd, 2023) Celik, Ozgur; Razi, Salim
    The relationship between academic integrity and plagiarism has been shaped by two governing pedagogies. The first one stipulates imposing sanctions on students who plagiarise. In this case, students are seen as moral slackers, habituated to cheating. The second pedagogy approaches plagiarism as a matter of intertextual issue and highlights the importance of teaching the ethics of intertextual writing through developing pedagogies that offer positive practices. In this approach, students are seen as authors, not transgressors. This study aimed to investigate the effectiveness of a writing instruction, which emphasizes the importance of teaching mechanical, ethical, and rhetorical intertextuality skills along with its role in mitigating plagiarism incidents and enhancing the EFL writing development of secondary school students. A mixed-method time series design was employed to collect data, and the results indicate that teaching intertextuality skills was effective in reducing plagiarism incidents in student papers and enhancing the content, organisation, style, and expression domains in their papers. Such an implementation makes it evident that in approaching student writing in general, plagiarism in particular, we need to shift our writing pedagogy from policing students to engaging them.