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Öğe A Case Study of a Turkish-English Bilingual Child: Focus on the Advantages of Phonological Processing(Children Research Center, 2021) Demir, BoraThis study investigates the phonological awareness of a Turkish monolingual and a Turkish- English bilingual child in Turkish. As a case study, the main focus of this study is to explore whether a bilingual advantage exists in phonological processing. Theories of bilingualism and empirical data led to the prediction that the bilingual participant would perform better than the monolingual participant in tasks involving the segmentation of phonemes. With regard to current literature, four phonemic awareness tasks, namely, final phoneme deletion, initial phoneme deletion, phoneme detection, and phoneme substitution tasks were used to find out the levels of phonological awareness of the participants. The tasks were administered individually to each child and correct answers were calculated by percentages. The analysis of the data showed that bilingual child performed better in final phoneme deletion, initial phoneme deletion, phoneme detection tasks, while both children scored the same in the phoneme substitution task. To conclude, this study provided evidence for the positive effect of bilingualism for phonological language processing.Öğe AI voice journaling for future language teachers: A path to well-being through reflective practices(Wiley, 2025) Demir, Bora; Özdemir, DuyguThis study aimed to explore the perceived impact of using an AI-powered voice journaling app in overcoming the challenges and stressors encountered by senior students enrolled in teaching practicum at an English Language Teaching Bachelor's programme. The main objective of this study is to examine the perceived effect of an AI-powered audio diary app known as the 'Audio Diary' on the general well-being of prospective English language teachers. The study employed a qualitative methodology focusing on the themes created by the extensive data provided by the pre-service English teachers. Through the Audio Diary app, eight volunteer prospective English language teachers documented their daily and professional experiences, emotional states and encountered challenges over the period of 4 weeks. We collected data through the app in order to understand the participants' reflections about their daily and professional experiences. Participant entries and AI-generated output were stored by the app and used for content analysis. Participants characterised the AI-powered Audio Diary app as a helpful tool for reflecting on their personal and professional well-being, according to thematic analysis results. Furthermore, it made it easier for them to communicate and comprehend more deeply, and it gave them insightful information about their own experiences throughout the study. Additionally, the app's AI-categorised feedback assisted users in recognising trends and areas where their teaching methods needed to be improved. It demonstrates, for instance, how AI-powered apps can be used to promote the well-being and reflective practice of pre-service teachers in learning environments.Öğe An investigation into effects of motivational factors and attitudes of primary school students on learning English as a foreign language(Çanakkale Onsekiz Mart Üniversitesi, 2005) Demir, Bora; Erten, İsmail Hakkı11 ÖZET Bu çalışma, tutumun ve güdülenmenin, yabancı dil olarak İngilizce öğrenen ilköğretim öğrencileri üzerindeki etkilerim belirlemek amacıyla yürütülmüştür. Bu çalışma ayıca, cinsiyetin, yaşın ve sosyo-ekonomik seviyenin, yabancı dil olarak İngilizce öğrenmedeki tutum ve güdülenme üzerindeki etkisini de araştırmıştır. Güdülenme seviyesinin akademik başarı ile ilişkisi de bu çalışmada ayrıca araştırılmıştır. İki pilot çalışmanın ardından, ana çalışma, dört farklı ilköğretim okulundaki dördüncü ve sekizinci sınıf öğrencileri arasından 193 katılımcı ile yürütülmüştür. Veri toplamada, Motivasyon ve Tutum Anketi ve Sosyal Statü Anketi olarak iki farklı enstrüman kullanılmıştır. İki farklı enstrümandan elde edilen veriler SPSS programı yardımıyla iki ana başlık altında değerlendirilmiştir. Analizin ilk bölümü, kişisel farklılıklar (cinsiyet, yaş ve sosyal sınıf) ve tutum arasındaki ilişkiyi bulmayı amaçlamıştır. Verilerin niceliksel analizi kız öğrencilerin erkek öğrencilere kıyasla daha fazla olumlu tutuma sahip olduğunu göstermiştir. Ayrıca, dördüncü sınıf öğrencileri, sekizinci sınıftakilerden daha olumlu tutum sergilemişlerdir. Aynı zamanda, tutumdaki sosyal grup farklılıkları, üst ve orta gruplar arasında bir fark olduğunu ortaya çıkarmıştır. Analizin ikinci bölümü, güdülenme ile cinsiyet, yaş ve sosyal sınıf gibi kişisel farklılıklar arasındaki olası ilişkiyi bulmak için yürütülmüştür. Sonuçlar, dördüncü sınıf öğrencilerinin sekizinci sınıftakilere göre daha yüksek seviyede güdülendiğini ortaya koymuştur. Diğer önemli bir sonuç da kızların erkeklerden daha yüksek seviyede güdülenmeye sahip olduğudur. SPSS programıyla yapılan varyans analizi (ANOVA), öğrencilerin güdülenmeleri ile akademik başarılan arasında olumlu bir ilişki olduğunu göstermiştir. Sonuç olarak, bu çalışma, güdülenmenin ve tutumun yabancı dil öğrenmedeki öneminin altnı çizerek ve sonraki araştırmalara öneriler getirerek sonuçlanmaktadır.Öğe Development of a New Language Learning Motivation Scale for Medical Students*(2022) Demir, Bora; Hamarat, BahattinThis study aims to develop a scale determining the extrinsic, integrative, and intrinsic factors that motivate medical students learning English as a foreign language in an ESP context. Derived from Gardner and Lambert’s socio-educational model (1972) and Deci and Ryan’s self-determination theory (1985), the study is based on the motivational framework of Noels et al. (2000) which categorizes the three main motives as intrinsic, instrumental and integrative. With the participation of 320 medical students, a 14-item scale was developed with satisfactory internal consistency. Four different methods were used to create the motivation scale. First, a focus group interview was conducted with the participation of randomly selected medical students, and 22 items were determined as a result of the content analysis and were sent to five medical doctors for their opinions, and 6 items were removed from the pool upon their feedback. Next, the literature was reviewed and comparisons were made between existing scales. Finally, based on the opinions of 3 English for Specific Purposes (ESP) experts from the field, the concept of extrinsic motivation was used instead of instrumental motivation, and a 16-item fivepoint Likert type scale was decided. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) statistical procedures were also utilized. Principal Components Factor Analysis (PCA) was applied to reveal the construct validity of the motivation scale, and Direct Oblimin with Kaiser Normalization method was applied as the rotation method. In order to calculate the adequacy of the sample, the Kaiser-Mayer-Olkin (KMO) coefficient was calculated. Finally, as a result of Bartlett sphericity tests to detect correlations between the items, it was determined that the norm values were provided for all statistical processes for the 3-factor structure explaining 64.62% of the total variance. Finally, this study presents a new data collection tool that is statistically valid and reliable to measure medical students’ motivational factors.Öğe Effect of Anxiety on Cognitive Load in Foreign Language Oral Tests(2022) Demir, BoraThe aim of this study is to explore the relationship between cognitive load and anxiety in foreign language oral tests. The study also aims at exploring the effects of examiners’ attitudes and before-test institutional procedures on the oral test anxiety of university students learning English as a foreign language. The study hypothesized that the level of anxiety is one of the major factors that increases the cognitive load during oral tests. 412 university students from four Turkish state universities were given a scale with two dimensions related to oral test anxiety developed by the researcher and a Subjective Rating Scale developed by Paas (1992). Correlation and regression of the cognitive load and anxiety factors in foreign language oral tests were conducted. Statistical analysis of the quantitative data revealed low and moderate associations between the before-test procedures and the examiners’ attitudes and cognitive load, respectively. The study concluded that oral test anxiety is a significant factor that increases cognitive load. Therefore, educational institutions and test examiners should be attentive in organizing oral tests by taking the impact of organizational and affective factors into consideration.Öğe Effect of social support in enhancing academic resilience and wellbeing of early career researchers(IGI Global, 2025) Demir, Bora; Köksal, DinçayThis study explores the effect of perceived social support on academic resilience, and mental well- being of early career researchers (ECRs). A quantitative approach was employed by using the perceived social support scale, the academic resilience scale, and the Warwick- Edinburgh mental well- being scale. Data were collected from 122 ECRs and analyzed by SPSS 29 software. A multiple regression analysis was used to evaluate the predictive power of social support on resilience and wellbeing. The authors found moderate levels of perceived social support from family, friends, and significant others, alongside high levels of mental well- being. Strong correlations were found between family support and well- being and friends' support and help- seeking behaviors. The analysis indicated family support as a significant predictor both mental well- being and academic resilience, followed by friends and significant others, highlighting the critical role of social support networks in enhancing the well- being and resilience of ECRs. © 2025, IGI Global Scientific Publishing. All rights reserved.Öğe Exploring English Language Instructors’ Perspectives and Practices on Teacher Well-being(Springer Nature, 2024) Demir, BoraThis qualitative research study investigates the perceptions of 104 English language instructors regarding the interplay between well-being and mental health within the context of higher education. The study employs content analysis to analyze responses gathered through semi-structured interviews adopted from O’Brien and Guiney (2019). The analysis of the collected data reveals a unanimous consensus among respondents that a profound link exists between well-being and mental health. English language instructors consistently emphasized the pivotal role of positive relationships in the workplace as the primary source of well-being. These findings underscore the significance of fostering a supportive and collegial atmosphere in the academic environment to enhance the overall well-being of instructors. Additionally, a majority of the participants expressed agreement with the notion that socialization and dedicating time for self-care constitute effective strategies for promoting well-being. This aspect of the study highlights the importance of both interpersonal connections and self-care practices as essential components of maintaining well-being among English language instructors in higher education. This research contributes valuable insights to the ongoing discourse surrounding staff well-being in higher education and emphasizes the need for institutions to prioritize initiatives that foster positive workplace relationships and encourage self-care practices to promote the overall well-being and mental health of instructors. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.Öğe Exploring the Role of Well-Being, Mindfulness, Life Satisfaction, and Subjective Happiness in the Professional Development of Language Teachers(Wiley, 2025) Demir, Bora; Hamarat, Bahattin; Sönmez, GörsevAlthough there is a growing number of studies investigating the effect of professional development (PD) on the general well-being of teachers, the reverse relationship has not been explored yet. In this respect, this paper aims to investigate the relationship between mindfulness in teaching, psychological well-being, satisfaction in life, subjective happiness, and the PD of English language instructors teaching at schools of foreign languages in various Turkish universities. Based on structural equation modeling, this paper analyzed quantitative data from 173 English language teachers to discover the relationship between these variables. Two models were tested. The first model was designed with purpose in life as the extrinsic variable while the second model was centered on personal growth for psychological well-being. The analysis of data revealed a significant positive correlation between teachers' intrapersonal mindfulness and aspects of psychological well-being, including purpose in life and personal growth, as well as subjective happiness and life satisfaction. On the other hand, the study revealed no significant relationship between intrapersonal mindfulness and attitudes toward PD. These findings highlight that while mindfulness contributes positively to individual well-being, it may not have a direct impact on attitudes toward PD. Furthermore, the research underscores the role of psychological well-being and happiness in shaping teachers' perspectives on professional growth. These insights suggest the necessity for educational institutions and policymakers to focus on enhancing teachers' psychological health as a strategy for fostering their PD. These findings contribute significantly to the understanding of the complex relationship between psychological factors and PD, offering essential implications for future research and practical applications in the field of teacher education and development.Öğe Generation Z students' expectations from English language instruction(Selcuk University, 2021) Demir, Bora; Sonmez, GorsevToday it is widely accepted that people perceive the world according to social, cultural, and economic conditions of the date range that they were born in. The term generation is used to define people born around the same time and have common characteristics. People who were born after 2000 are called as the generation Z and are often regarded as iGeneration or Digital Natives since they were grown up with mobile communication technologies and the internet. Hence, this generation perceives the world in a different way than the people from older generations. So, understanding how learners of generation Z learn better might be helpful for teachers, school administrators, and policy makers in designing more effective instructional settings. In this respect, this study aims at exploring the instructional expectations of this new cohort of students in the English as foreign language classrooms. Questions for semi-structured interview were developed and used to elicit the opinions of randomly selected language learners and instructors from preparation classes of two universities and the data went under content analysis. Results indicated that it is no more possible to satisfy the Gen-Z students with the application of traditional methods and strategies. Teachers and materials are expected to be technology oriented to meet Gen Zers personal and academic needs. The study concluded that while the instructors and the students share some views about language instruction in common, still a generation gap exists for some aspects of language learning regarding materials, testing and evaluation, and assignments. © 2021 JLLS and the Authors-Published by JLLS.Öğe Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach(SAGE Publications, Early Access) Karataş, Nur Başak; Özemir, Oya; Lovelett, Jarrett T.; Demir, Bora; Erkol, Kemal; Verissimo, JoaoWe investigated whether learning and retaining vocabulary in a second language (L2) can be improved by leveraging a combination of memory enhancement techniques. Specifically, we tested whether combining retrieval practice, spacing, and related manipulations in a ‘multidomain’ pedagogical approach enhances vocabulary acquisition as compared to a typical learning approach. In a classroom-laboratory design, 48 Turkish university students studying L2 English were trained on 64 English words over 17 days. They were assigned to either a ‘typical’ study regimen of (re)studying the words on the first day (initial study) and last day (cramming) of training, or an ‘optimized’ regimen of retrieval practice (retrieving the words), moreover with feedback, spaced throughout the period, moreover with expanding gaps. The target words were tested before training (pre-test) and one and 11 days afterwards (post-tests). Mixed-effects modeling revealed a training-group by test-session interaction, due to greater improvements from optimized training (a striking 18 percentage-point accuracy increase from pre-test to both post-tests) than typical training (an 8 percentage-point increase). Further analyses showed that the optimized training advantages were mainly driven by high (rather than low) frequency words. Overall, the results suggest that a multidomain approach of combining different memory enhancement techniques can lead to substantial gains in both the learning and retention of L2 words, as compared to a typical study pattern. The findings have implications for L2 learning and pedagogy.Öğe Prospective English Language Teachers’ Opinions About Community Service Practices(Çanakkale Onsekiz Mart Üniversitesi, 2019-03-26) Demir, BoraCommunity service applications is a course provided by faculties of education in order to give the prospective teachers the chance to identify social problems related their field, develop project focused on social problems, analyze general needs of the society, become acquainted with public institutions, debate social problems, and develop positive attitude towards participating to community service practices. The aim of this study is to find out prospective language teachers’ teaching experiences and opinions about their community service applications. 20 prospective teachers from an English language teaching department of a state university participated in this qualitative study. The participants were given a semi-structured questionnaire with questions related to their teaching experience at a kindergarten. After 10 weeks and 10 hours of teaching experience the participants’ reports were analyzed according to content analysis approach. The results indicated that most of the participants developed positive attitudes towards teaching in such a public service and reported this activity as inspiring for their future teaching. The study concluded that more importance should be given to community service appliances since it is much helpful for prospective teachers’ teaching experiences and at the same time it provides opportunity for students to identify social related issues and hence develop a bridge between the university and the societyÖğe The Effect of well-being interventions on english language pre-service teachers' ability to cope with the challenges during their school practicum(IGI Global, 2025) Demir, BoraThis research explores the effect of a well-being intervention program on pre-service English language teachers' ability to cope with challenges during their school practicum. The primary goal is to assess how such interventions impact stress management and resilience in real teaching contexts. Ten senior pre-service teachers participated in the 14-week study, during which data were collected through focus group interviews before and after the intervention, daily self-report charts, and gratitude journals. The well-being of participants was assessed using the PERMA Profiler (Butler and Kern, 2016), which measures Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. The intervention focused on activities aimed to enhance these dimensions, with an emphasis on stress reduction and positive coping mechanisms. Results indicated that the intervention positively impacted participants' stress, emotional regulation, and resilience, as shown in daily reports. findings suggest integrating well-being programs in teacher education to foster professional resilience. © 2025 by IGI Global Scientific Publishing. All rights reserved.
