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Öğe Academic Misconduct Epidemic in Pandemic: Institutional Academic Integrity Promotion in Online Education(Springer, 2024) Ercin Kamburoglu, Nalan; Razi, SalimThis research study explores academic integrity practices in higher education institutions in T & uuml;rkiye during the COVID-19 pandemic, with a primary focus on online education. The study involves English language instructors and lecturers as participants. Data were collected through a survey comprising 24 semi-structured and open-ended questions, aiming to understand participants' perceptions of academic misconduct, associated sanctions, and actions promoting academic integrity. Demographic information about the 29 participants from different universities in T & uuml;rkiye was also gathered, with 65.5% being female and 34.5% male, and an average teaching experience of 9.5 years. The findings reveal significant insights into academic integrity practices, including common types of misconduct, challenges in evaluating language skills online, and an increase in cheating tendencies. Based on the results, the study recommends the implementation of institutional-level initiatives to promote academic integrity in online education, emphasizing the importance of effective policies to uphold a fair and honest learning environment.Öğe An investigation into ELT professionals' research culture in Turkey(2011) Köksal, Dingay; Razi, SalimThis study aims to reveal English language academicians and postgraduate students' ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT academicians and students to learn about their experiences in research and writing a research report, and perception of difficulty in different sections of a research report. Besides, semi-constructed interviews were also administered to 12 academicians. The results indicated significant differences between academicians and students. Besides, discussion was regarded as the most difficult part whereas writing references was the easiest. Although participants reported their experiences in constructing the skeleton of a research paper, they regarded themselves weak in long run studies.Öğe An Investigation into ELT Professionals' Research Culture in Turkey(Turkish Education Assoc, 2011) Koksal, Dincay; Razi, SalimThis study aims to reveal English language academicians and postgraduate students' ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT academicians and students to learn about their experiences in research and writing a research report, and perception of difficulty in different sections of a research report. Besides, semi-constructed interviews were also administered to 12 academicians. The results indicated significant differences between academicians and students. Besides, discussion was regarded as the most difficult part whereas writing references was the easiest. Although participants reported their experiences in constructing the skeleton of a research paper, they regarded themselves weak in long run studies.Öğe Development of a Rubric to Assess Academic Writing Incorporating Plagiarism Detectors(Sage Publications Inc, 2015) Razi, SalimSimilarity reports of plagiarism detectors should be approached with caution as they may not be sufficient to support allegations of plagiarism. This study developed a 50-item rubric to simplify and standardize evaluation of academic papers. In the spring semester of 2011-2012 academic year, 161 freshmen's papers at the English Language Teaching Department of Canakkale Onsekiz Mart University, Turkey, were assessed using the rubric. Validity and reliability were established. The results indicated citation as a particularly problematic aspect, and indicated that fairer assessment could be achieved by using the rubric along with plagiarism detectors' similarity results.Öğe Do experience and text quality matter for raters' decision-making behaviors?(Sage Publications Ltd, 2020) Sahan, Ozgur; Razi, SalimThis study examines the decision-making behaviors of raters with varying levels of experience while assessing EFL essays of distinct qualities. The data were collected from 28 raters with varying levels of rating experience and working at the English language departments of different universities in Turkey. Using a 10-point analytic rubric, each rater voice-recorded their thoughts through think-aloud protocols (TAPs) while scoring 16 essays of distinct text qualities and provided brief score explanations. Data collected from TAPs were analyzed by using a coding scheme adapted from Cumming, Kantor, and Powers (2002). The results revealed that text quality has a larger effect than rating experience on raters' decision-making behaviors. In addition, raters prioritized aspects of style, grammar, and mechanics when rating low-quality essays, but emphasized rhetoric and their general impressions of the text for high-quality essays. Furthermore, low-experienced raters differed more in their behaviors while assessing scripts of distinct qualities than did the medium- and high-experienced groups. The findings suggest that raters' scoring behaviors might evolve with practice, resulting in less variation in their decisions. As such, this research provides implications for developing strategy-based rater training programs, which might help to increase consistency across raters of different experience levels.Öğe English language teaching students' attitudes towards plagiarism and their locus of control(Peter Lang AG, 2019) Yildirim, Billur; Razi, SalimAny relationship between personal locus of control and attitudes towards plagiarism may offer pedagogical insights since the locus of control may change through instruction and training. This study aims to investigate departmental policy on plagiarism, reveal student opinions about plagiarism, and discover any correlation between attitudes to plagiarism, academic externalization, and academic success. The participants were 58 under- and post-graduates and three lecturers in the English Language Teaching Department of a Turkish state university. The data were collected via two scales and semi-constructed interviews. The data revealed that the students did not hold positive values towards plagiarism, despite a significant difference between undergraduates' and post-graduates' opinions and significant correlations among variables. Qualitative data showed that the students consider plagiarism as resulting mostly from contextual factors as well as a few individual factors. It is noteworthy that necessary precautions against plagiarism proposed by the student and instructor interviewees match each other, and also suggestions made on how to eliminate these factors. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2018. All rights reserved.Öğe Enhancing the Taxonomies Relating to Academic Integrity and Misconduct(Springer, 2019) Tauginiene, Loreta; Gaizauskaite, Inga; Razi, Salim; Glendinning, Irene; Sivasubramaniam, Shivadas; Marino, Franca; Cosentino, MarcoA clear understanding of terminology is crucial in any academic field. When it is clear that complex interdisciplinary concepts are interpreted differently depending on the academic field, geographical setting or cultural values, it is time to take action. Given this, the Glossary for Academic Integrity, newly developed by the European Network for Academic Integrity project, served as the basis for compiling a comprehensive taxonomy of terms related to academic integrity. Following a rigorous coding exercise, the taxonomy was partitioned into three constituent components - Integrity, Misconduct and Neutral terms. A review of relevant literature sources is included, and the strengths and weaknesses of existing taxonomies are discussed in relation to this new offering. During the creation of these artefacts the authors identified and resolved many differences between their individual interpretative understandings of concepts/terms and the viewpoints of others. It is anticipated that the freely-available glossary and taxonomy will be explored and valued by researchers, teachers, students and the general public alike.Öğe From transgressors to authors: promoting EFL writing through academic integrity integrated instruction(Elsevier Sci Ltd, 2023) Celik, Ozgur; Razi, SalimThe 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.Öğe Integrating Culture into ELT Classes: What, Why, and How?(Elsevier Science Bv, 2016) Tuna, Ozlem Karaagac; Razi, SalimThe lingua franca role of English has made a significant contribution toward developing foreign language teaching curriculums from an intercultural perspective. The present study aimed to investigate how pre-service and in-service foreign language teachers consider the integration of culture into language teaching. The participants' understanding of cultural elements they think should be integrated more in the curriculum was in the focus of the study, in addition to possible differences between perceptions of pre-service and in-service teachers. The study was carried out with 4th grade ELT students at the Faculty of Education, Pamukkale University a state university in Turkey and English instructors at the School of Foreign Languages at the same university in the fall term of 2015/16 academic year. Data were collected both quantitatively and qualitatively via an inventory of cultural components and interviews. In total, 43 instructors and 75 students responded to the inventory. Five students and four instructors were also interviewed. The inventory included 45 elements of culture under nine categories: 'intellectual values', 'lifestyles', 'behaviours', 'media', 'artistic values', 'family', 'minor values', 'major values', and 'formal values'. The results indicate that both pre-service and in-service teachers consider a wide range of cultural elements should be integrated into language teaching to enable the development of intercultural skills. Interview sessions revealed reasons why teachers think that culture should be integrated. Findings are expected to contribute to development of foreign language teaching curriculums that give importance to intercultural competence. (C) 2016 The Authors. Published by Elsevier Ltd.Öğe INVESTIGATING POLICIES FOR PLAGIARISM AND ACADEMIC INTEGRITY: THE CASE OF TURKEY(Mendel Univ Brno, 2017) Razi, Salim; Pektas, Havva Sumeyra[Anstract Not Available]Öğe Metacognition and reading: Investigating intervention and comprehension of EFL freshmen in Turkey(Elsevier Science Bv, 2014) Razi, Salim; Cubukcu, FeryalThis study investigated the impact of a metacognitive reading strategy training programme (METARESTRAP) on metacognitive reading strategies and reading comprehension. The quasi-experimental study was conducted with 93 freshmen in the English Language Teaching Department of Canakkale Onsekiz Mart University. After pre and post reading tests and a metacognitive reading strategy questionnaire were administered, the six-week METARESTRAP was implemented. The results demonstrated that METARESTRAP significantly fostered reading comprehension skills by providing awareness of metacognition along with declarative, procedural, and conditional knowledge about metacognitive reading strategies. It can be concluded that METARESTRAP worked well specifically for matching-type cohesion, coherence, text structure, and global meaning questions along with multiple-choice-type main idea, opinion, detail, and reference questions. (C) 2014 The Authors. Published by Elsevier Ltd.Öğe Role of culture and intercultural competence in university language teacher training programmes(Asian E F L Journal Press, 2017) Razi, Salim; Tekin, MustafaThe present study aims at revealing the opinions of academics and trainee teachers at language teaching departments regarding the cultural components to be integrated into language teaching curricula. Inventory of Cultural Components (Razi, 2012) was administered to 620 students and 35 lecturers in the departments of English Language Teaching, German Language Teaching, Japanese Language Teaching, and Turkish Language Teaching at Ç anakkale Onsekiz Mart University, Turkey. Descriptive statistics indicated higher values for such cultural components as country and means of communication in comparison to weather conditions and travel habits in terms of inclusion in language teaching curriculums. There were significant statistical differences between several categories of the scale and participants in different classes.Öğe Testing of support tools for plagiarism detection(Springer, 2020) Foltynek, Tomas; Dlabolova, Dita; Anohina-Naumeca, Alla; Razi, Salim; Kravjar, Julius; Kamzola, Laima; Guerrero-Dib, JeanThere is a general belief that software must be able to easily do things that humans find difficult. Since finding sources for plagiarism in a text is not an easy task, there is a wide-spread expectation that it must be simple for software to determine if a text is plagiarized or not. Software cannot determine plagiarism, but it can work as a support tool for identifying some text similarity that may constitute plagiarism. But how well do the various systems work? This paper reports on a collaborative test of 15 web-based text-matching systems that can be used when plagiarism is suspected. It was conducted by researchers from seven countries using test material in eight different languages, evaluating the effectiveness of the systems on single-source and multi-source documents. A usability examination was also performed. The sobering results show that although some systems can indeed help identify some plagiarized content, they clearly do not find all plagiarism and at times also identify non-plagiarized material as problematic.Öğe The effects of cultural familiarity on reading comprehension(Univ Hawaii, Coll Languages Linguistics & Literature, 2009) Erten, Ismail Hakki; Razi, SalimThis study investigated whether cultural familiarity influences comprehension of short stories and whether nativizing the story or using reading activities can compensate for the lack of such familiarity. The study was conducted with 44 advanced-level students of English at a state university in Turkey. In a 2 x 2 experimental research design, the 1st group of students read an original short story without any activities while the 2nd group of students read the original short story with some activities. The 3rd group read the nativized version of the text without any activities while the 4th group read the nativized version with the same set of activities as the 2nd group. The analysis of variance indicated a better comprehension of the nativized story. The activities contributed to the comprehension of the original story, but the difference caused by nativization remained intact, indicating a powerful impact of cultural schema on comprehension.Öğe Towards consistency and transparency in academic integrity(Peter Lang AG, 2018) Razi, Salim; Glendinning, Irene; Folt?nek, TomášThis book is an outcome of the 4th International Conference «Plagiarism across Europe and Beyond» organized by Canakkale Onsekiz Mart University, Mendel University in Brno, and the European Network for Academic Integrity. The conference is co-funded by the Erasmus+ Strategic Partnerships Programme of the European Union. It aims to be a forum for sharing best practices and experiences by addressing issues of academic integrity from a wide-scope global perspective. With regards to the crucial role of ethics and honesty in academic work, universities are in need of more effective policies against infringements of academic standards. The papers in this book therefore aim to contribute to the standardization of consistent and transparent approaches to issues of academic integrity from several perspectives. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2018. All rights reserved.Öğe Turkish language proficiency and cultural adaptation of American EFL teachers in Turkey(Elsevier Science Bv, 2014) Sahan, Ozgur; Sahan, Kari Elizabeth; Razi, SalimIntercultural competence is needed for effective and appropriate intercultural interactions. However, differences between individuals and specific factors, such as directness/indirectness and collectivism/individualism, should be considered when examining cultural adaptation. This paper aims to reveal the possible effects that language proficiency has on cultural adaptation. Although the 31 American teachers surveyed in this study had different levels of Turkish language proficiency, the results indicated no significant differences between their language proficiency and sociocultural adaptation. However, a significant negative correlation was found between previous experience abroad and successful sociocultural adaptation in Turkey. The main conclusion of this study questions the relationship between traditional conceptions of language proficiency and successful sociocultural adaptation. (C) 2014 The Authors. Published by Elsevier Ltd.Öğe Upholding academic integrity in EAP(Springer Nature, 2024) Şik Keser, Kübra; Razi, SalimGiven that academic integrity is an important component in academic writing courses, outlining the types of academic misconduct that are mostly encountered in EAP settings along with the possible causes can lead to possible solutions and suggestions. Thus, in this chapter, we depict the types of academic dishonesty in EAP settings based mainly on writing skills and portray the possible causes along with the attainable suggestions. Studies on academic integrity show that plagiarism is the most common type of academic misconduct. Language barrier appears to be the main reason, and literature supports that international students have a greater tendency to plagiarize due to feeling incompetent in the target language. Moreover, with advancements in remote learning methodologies and technological tools, learners have a propensity to use AI tools while creating their assignments, believed to be a problem beyond plagiarism. Lastly, contract cheating is another common type of academic dishonesty in EAP settings. The reasons are highlighted as discontent about the setting of the instruction and learning and the attitude of learners toward various ways of cheating. For all these problems and causes, a penalty would be regarded as a possible solution or suggestion. However, instead of focusing on the results of academic dishonesty and sanctions, solutions should be centered on the pedagogic policies developed to prevent academic misconduct. © The Author(s). All rights reserved.
