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Facing Academic Integrity Threats (FAITH) Conference Book of Abstracts
(Çanakkale Onsekiz Mart Üniversitesi, 2024) Çelik, Özgür; Razı, Salim; Zehir Topkaya, Ece
Facing Academic Integrity Threats Conference FAITH2024, 5-7 AUGUST 2024 ÇANAKKALE, TÜRKIYE
AI voice journaling for future language teachers: A path to well-being through reflective practices
(Wiley, 2025) Demir, Bora; Özdemir, Duygu
This 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.
Effect of social support in enhancing academic resilience and wellbeing of early career researchers
(IGI Global, 2025) Demir, Bora; Köksal, Dinçay
This 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.
Enhancing global awareness and intercultural competence in english language teacher education
(IGI Global, 2025) Mikhailova, Tatyana; Cesur, Kürşat
Foreign language teaching goes through considerable changes and challenges currently observed in content development, teaching methods, and techniques modernization. Integration of the competence approach, introduction of intercultural learning stands out among many other contemporary issues in teacher education worldwide. English language proficiency together with global and cultural awareness, high level of intercultural competence ensures the necessary platform and required background forprofessional development of future teachers of English. By highlighting the importance of these competencies, this chapter aims to clarify the essential role of global awareness and intercultural competence in teacher education, identifying both the obstacles that hinder their development and the strategies that can overcome these barriers. Thus, this chapter addresses the challenges and innovative solutions within the realms of pedagogy, management, and materials development, offering a comprehensive guide for educators, policymakers, and institutions. © 2025 by IGI Global Scientific Publishing. All rights reserved.
The impact of gamified modules on EFL learners’ L2 motivational ‘self’ system
(Castledown Publishers, 2025) Güzel, Serhat; Yılmaz, Cevdet
Gamification has been studied in the context of English as a foreign language (EFL) teaching as an intriguing approach, and its impact on language skills and motivational states of learners has been an area of interest; however, further experimental and qualitative accounts on the matter are still required. Additionally, the construct of ‘self’ as a rather novel outlook for motivation has been explored by merely a handful of studies. This study aimed to determine the effects of gamified instruction on high school EFL learners’ motivation and motivational ‘self’ systems. To achieve this, the study employed an explanatory sequential mixed-method research design to make sense of learners’ motivational states and L2 selves. Quantitative data collected through motivation and L2 self scales were interpreted with the consideration of qualitative data obtained from a focus group session. The results of the study revealed promising outcomes in terms of motivation to learn English as the modules increased the willingness of learners to learn English to communicate with other cultures, and they regarded English as a part of a well-rounded education. Moreover, they started to doubt their “self” constructs regarding being more knowledgeable in the English language in different dimensions. Finally, the study concluded with some crucial points regarding the effectiveness of gamified language learning settings, and recommendations were made for future research. ©2025 Serhat Güzel & Cevdet Yılmaz.
Upholding academic integrity in EAP
(Springer Nature, 2024) Şık Keser, Kübra; Razı, Salim
Given 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.
Teaching English for general purposes through a MOOC in higher education: A quasi-experimental study to explore its effects on learner achievement and satisfaction
(Springer, 2024) Uygun, Emre; Cesur, Kürşat
The COVID-19 pandemic has notably increased the use of distance education, particularly in Türkiye's higher education English courses. Even after the normalisation process, compulsory English courses in Türkiye, the learners of which receive education in English for general purposes, are still being taught via distance education. Such a practice could well be implemented with a massive open online course (MOOC), called a language MOOC (LMOOC). To this end, the current study focused on the development, implementation, and evaluation of a General English Language MOOC (GELMOOC) designed according to the syllabi of Turkish universities. With 2957 participants enrolled, the course's effectiveness was assessed through a single group pretest-posttest design, employing a quasi-experimental study. Accordingly, learners' language achievement levels were assessed prior to and after the GELMOOC treatment. Then, a learner satisfaction survey was also administered post-course. Results showed significant improvements in English proficiency and high satisfaction with the course's content, design, and delivery. The findings highlight the potential of and areas for improvement in LMOOCs in the literature and the foreign language teaching context.
Professional competences to teach English at primary schools in Turkey: a Delphi study
(Routledge Journals, Taylor & Francis Ltd, 2018) Uztosun, Mehmet Sercan
This research aimed to uncover the teacher competences that are necessary to provide age-appropriate English language teaching to primary school students in Turkey. The Delphi technique was implemented to propose a list of competences created through consensus among a panel of experts that consisted of 15 teachers and 16 teacher educators. The data were collected by administering three questionnaires in three rounds. Central tendency and consensus were measured through median and inter-quartile range, respectively. The findings led to a list of 29 teacher competences which were categorised into five groups: theoretical and practical knowledge', knowing the young learner', planning and organising teaching', managing teaching', and competence in English'. Implications were made for improving the effectiveness of English language teaching to young learners: these included the design of pre-service and in-service teacher education programmes to equip teachers with the necessary skills and knowledge to teach English to young learners.
Academic Misconduct Epidemic in Pandemic: Institutional Academic Integrity Promotion in Online Education
(Springer, 2024) Ercin Kamburoğlu, Nalan; Razı, Salim
This research study explores academic integrity practices in higher education institutions in Türkiye 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 Türkiye 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.
Miyazawa Kenji’nin Ame Ni Mo Makezu şiirinin yapı sökümcü analizinde katakana ve iktidar
(Nevşehir Hacı Bektaş Veli Üniversitesi, 2024) Çelik, Melek
Türkçe alan yazında Japon şiiri hakkında yapılan araştırmaların sayısı ise son derece azdır. Bu noktada Japonya’da çok bilinen ve ders kitaplarında yer almış Ame ni mo Makezu (1931) şiirini ele almak Türkçe alan yazına katkı sağlayacaktır. Buradan hareketle bu çalışma Büyük Japon İmparatorluğu’nun 20. yüzyıl başlarındaki politikalarını göz önünde bulundurarak, Japon şair ve yazar Miyazawa Kenji’nin Ame ni mo Makezu adlı şiirini ele alacaktır. Çalışmada şiirin kanji ve katakana kombinasyonu ve de k?gotai/konuşma dili tarzında yazılmış olmasının, o dönemin iktidarı ve ideolojik yapısı bağlamında ifade ettiği anlam ortaya çıkarılacaktır. Şiirde betimlenen doğa koşulları, coğrafi yönler, kanaatkarlık, kendini feda etme, vejetaryen beslenme, günde dört ölçü esmer pirinç yeme, saz çatılı bir kulübede yaşama, pasif bir karakter olma gibi göndermeler, Jacques Derrida’nın yapı sökümcü yöntemiyle çözümlenecektir. Kenji’nin şiirinin asıl konusunun ideal Japon insanı ve Japonya’nın dünya devletleri ile kurması gereken ideal ilişki olduğu açığa çıkarılmaya çalışılacak, şairin dönemin iktidarı ve Sibirya ile Mançurya’daki Rusya-Çin-Japonya davasına nasıl karşı duran bir seslenişte bulunduğu incelenecektir.
Internationalization of a Regional Children’s Song for Teaching English to Young Learners
(Children Research Center, 2024) Türkmen, Gökçe Nur; Cesur, Kürşat
Integrating internationalized songs into English language teaching has emerged as a dynamic strategy to ignite students’ interest and enhance their language proficiency. This article comprehensively explores internationalized songs’ significance in language education. A central focus lies on a detailed case study that demonstrates how the expertise of a Turkish musician was leveraged to select and that of field experts to translate and refine a local children’s song for educational purposes. The study meticulously details the collaborative efforts among educators to tailor the song’s content to meet language learning objectives, highlighting the transformative potential of such initiatives in the English language classroom. By immersing themselves in this practical example, educators can gain invaluable insights into the versatility of internationalized songs as effective tools for language instruction, thereby enhancing their teaching practices. Furthermore, the article underscores the importance of incorporating cultural elements into language teaching materials to foster intercultural competence among students. Educators can create immersive learning experiences that promote linguistic proficiency, cultural awareness, and appreciation by integrating internationalised songs.
Investigating the Impact of Intercultural Communicative Competence Training at High School Setting
(Children Research Center, 2024) Saygı, Güneş; Köksal, Dinçay
This study uses a mixed research method to examine the effects of a five-week intercultural competence (ICC) training program on 9th-grade high school students. Analysis of paired-sample t-tests revealed a significant increase in overall ICC levels, particularly in the knowledge and consciousness dimensions, indicating the training’s effectiveness. However, despite the statistical significance of these results, the small effect sizes suggest that its impact is limited. Additionally, no significant changes were observed in the affective, behavioral, and self-efficacy dimensions, indicating that the training did not immediately alter attitudes or behaviors. On the other hand, interviews revealed that while students initially had limited cultural perspectives, mainly focusing on surface aspects and national stereotypes, the training broadened their views. Participants reported becoming more mindful of cultural differences and gaining new insights, such as understanding culture shock. There is a noticeable gap in ICC research related to high school students. The study highlights the importance of integrating ICC into English language learning to better prepare students for effective interaction in an increasingly globalized world.
Using Drama in English Language Teaching: Primary and Secondary School Teachers’ Perspectives and Practices
(Children Research Center, 2024) Ali, Neslihan; Kani, Zeynep Gülşah
This study seeks to deeply explore the perspectives and expertise of English teachers regarding drama use, discover the differences between the applications of state and private school teachers, and ascertain areas entailing further training. The study intends to serve as a source for future studies concerning ELT teachers’ professional development. Adopting a qualitative methodology and a pragmatic interpretive framework, the researchers employed a multiple case study design to align with the research objectives. Following the interviews, classroom observations were conducted. The data derived from these sessions were analysed through thematic analysis. Teachers stated that the drama techniques positively influenced English teaching, especially the development of language skills, student motivation, and authenticity, and they used role-play, puppets, small group play-making, improvisation, and storytelling techniques to achieve these outcomes. Challenges encountered included students’ demotivation, limited participation, classroom management, time constraints, overcrowded classrooms, and insufficient materials. Ultimately, there was no significant difference between the implementations of state and private school teachers. The findings underscored the teachers’ need for theoretical insights into the nature of drama, its efficacy in language instruction, and techniques suitable to language skill development, alongside practical experience in planning and implementing drama techniques.
A Netnographic Study on The Reasons Why People Fail to Learn English
(2024) Acar, Sibel Can; Cesur, Kürşat; Mikhailova, Tatyana; Akshulakova, Bibigul
In a global and digital world, learning a language, especially English is essential for people to keep up with the developments in science, business, technology, etc. Despite starting to learn English early, students might not always reach desired proficiency levels. Therefore, the present study aims to find out some of the reasons why people fail to learn English. Employing a netnographic approach, the researchers examined asynchronous comments posted in online communities on a social media platform. Within the scope of this study, 198 comments answering the question of why people fail to learn English were obtained from three online groups of English language teachers on Facebook. The findings show that 154 out of 198 comments aimed to answer the question. They were analyzed through content analysis, which revealed that there are educational, social, personal, and linguistic reasons why people fail to learn English. Educational reasons were among the most mentioned reasons by the members of the communities. In addition, the analysis indicates a balanced representation of linguistic and personal factors, with social factors slightly less prominent in comparison. Considering the existing literature review, several implications are highlighted to overcome the difficulties and challenges of learning English. Finally, this study is limited by its reliance on Facebook posts collected within a specific timeframe; future research could enhance depth and scope by incorporating longitudinal methods, diverse social media platforms, and in-depth interviews.
Promoting Multicultural Learning: An Investigation of Race Representation in Turkish Secondary School EFL Coursebooks
(2024) Türkmen, Gökçe Nur; Zehir Topkaya, Ece
Globalization has been a transformative force in the world, shaping the way countries interact with one another and impacting a wide range of economic, political, and social factors (Akcaoğlu & Arsal, 2022). In this context, promoting understanding of diversity and inclusion among students is essential which can be effectively cultivated through learning materials. Raising students' awareness of the diverse range of cultures, perspectives, and experiences that exist within the world should be a concern for teachers. Therefore, this study explores the representation of race in four EFL coursebooks prepared for secondary school grades (5-8) published by the Turkish Ministry of National Education. In a qualitative descriptive research design, document analysis was used to analyze the images and written texts. The results revealed that in all four books the target language countries, European nationalities, and white race were predominantly referred to and portrayed. The most diverse coursebook was the 5th grade one in terms of racial representation whereas the 6th grade coursebook was found to include references to only Türkiye. The study suggests revising the coursebooks to promote diversity and inclusivity can be an effective way to cultivate intercultural competence, foster greater empathy and understanding among students, and create more equitable and inclusive learning environments.
Primary school second grade english language teaching program: Insiders’ views on its strengths and weaknesses
(Ankara University, 2019) Erarslan, Ali; Zehir Topkaya, Ece
The advents in technology, science and globalization have increased the need to communicate in a foreign language. In order to keep abreast of these demands of the global world and the local needs of individuals, curricula and teaching programs change constantly in formal education settings. In Turkey, English language teaching programs went through three major changes taking place in 1997, 2006 and 2013, the last of which was a major change known as 4+4+4 education system. Thus, this study was conducted to evaluate the 2013 2nd grade English Language Teaching Program (ELTP) from teachers’ perspectives with a focus on its general characteristics, aims, outcomes, and content. To address this research objective, the data were collected qualitatively by employing in-depth interviews with 14 teachers who were implementing the 2nd grade ELTP in state primary schools in the city center of Denizli province. Inductive content analysis revealed that teachers mostly have positive opinions regarding the different components of the ELTP. The motivational quality of it, its emphasis on communicative competence with practical language use are considered as the best aspects of it while some concerns regarding the number of the outcomes, limited practice opportunities stemming from insufficient class hours, and the order of the content are reported. © 2019, Ankara University. All rights reserved.
Real needs, tailored solutions: Developing customized online professional development programs for teachers—A case study
(Routledge, 2024) Hınız, Gökhan; Yavuz, Aysun
This instrumental case study explored 10 English as a foreign language (EFL) instructors’ perceptions and experiences of participating in an asynchronous online professional development (OPD) program. The study aimed to explore instructors’ professional development (PD) needs, the factors influencing their participation in OPD, and the perceived effective characteristics of the OPD program. Data gathered through individual interviews, reflective reports, and a focus group were analyzed using a reflective thematic analysis approach. The study revealed that the EFL instructors’ limited engagement in reflective practice and continuous PD could potentially result in overconfidence and a lack of awareness regarding their PD needs. Furthermore, the article highlights perceived effective characteristics of the OPD program: flexibility, collaboration, facilitation and organization, reflection, relevance, and practicality. Findings suggest that these characteristics not only contributed to its effectiveness but also promoted instructors’ participation and engagement in the OPD.
Streamlined Collaboration to Face Academic Integrity Threats
(Springer Nature, 2024) Razı, Salim
Academic integrity has been receiving more attention and developing as a field of research. In this chapter, which can be regarded as a reflection of my own academic integrity journey, I have narrated how I reacted to an academic misconduct case and how my reaction took me to a never-ending journey. As the coordinator of “Facing Academic Integrity Threats (FAITH)” Erasmus+ project, I have expressed how as partners of the project we have been collaborating with each other to reach our project goals. I did this by narrating my earlier involvement in academic integrity research. I have also described the historical background of the project by making specific references to the establishment of the European Network for Academic Integrity and Canakkale Onsekiz Mart University Centre for Academic Integrity as examples of organized streamlined collaboration opportunities. I have illustrated how attempts of individuals and small teams may turn into receiving grants for large-scale projects that are international in scope. Considering the lessons I learned from my journey, I have shared some recommendations which might be helpful especially for graduate students and early career researchers who wish to prepare research proposals on academic integrity. My tips may also be useful for those who plan to apply for funding for their research proposals on academic integrity and/or be employed as researchers or tenures with a research focus on academic integrity.
The impact of social media as an instructional tool in Japanese culture teaching
(Springer, 2024) Karapolat, Tuğçe; Özsen, Tolga; Çetinkaya, Levent
This study aims to investigate how social media tools, in other words social network services (SNS), affects the success of Japanese language learners in learning Japanese culture in undergraduate programs. For this research, a mixed method approach was used with a quantitative, quasi-experimental research design including a pre-test-post-test control group experimental model for quantitative data and an open-ended follow-up questionnaire for qualitative data. The topic of Shintō was selected for the Japanese culture lesson to be taught to a control group (indoor and face to face) and three experimental groups with different SNS tools (Zoom, YouTube and Instagram). An achievement test was used to measure success, with 30 questions in a pilot test reduced to 27 after item analysis. Two-factor ANOVA was used for the analysis. After measurement four groups’ value was found insignificant, a Sample Pair Test was implemented for each groups’ pre-test-post-test results. The results revealed that all groups showed a statistically significant difference between the pre-test and post-test scores. The traditional Group and the YouTube Group had the highest mean achievement score,. This suggests that the social media teaching environment is as effective for the learning process as the indoor and face to face environment and learning tools. Furthermore, the qualitative data collected in this study revealed both positive and limited aspects of SNS tools. Participants highlighted the inadequacies of using SNS as the main learning environment. In the light of these data, this paper concludes that traditional classroom training is still useful in teaching Japanese culture, and SNS can be used as a supportive instrument.
Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability
(John Wiley and Sons Inc, 2023) Sundqvist, Pia; Uztosun, M. Sercan
This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out-of-school engagement with English, so-called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known-groups validity of the scale. L2 English learners (N = 907; mean age: 17) from Scandinavia (Denmark, Norway, and Sweden) and Turkey participated. The analyses led to a 32-item EE Scale that loaded onto eight factors: EE Digital Creativity, Gaming, Internalized, Music, Niche Activities, Reading and Listening, Social Interaction, and Viewing. Study 2, in which the scale was implemented, aimed to explore the frequency of EE activities and examined whether EE predicts learners' perceived speaking ability in different settings. Learners from Scandinavia (N = 197) and Asia (N = 125; China and Turkey) participated. Data analyses showed that both samples engaged most frequently in EE Music, Viewing and Reading and Listening. Ordinal regression analysis revealed that EE predicts perceived speaking ability in both contexts, but differently so. Thus, EE seems to play different roles for learning English in the different settings. Implications are discussed regarding the context-specific nature of EE.

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