Yabancı Diller Eğitimi Bölümü Koleksiyonu

Bu koleksiyon için kalıcı URI

https://hdl.handle.net/20.500.12428/2422

Listeleniyor 1 - 20 / 46

The Role of Unambiguous Assessment Briefs in Minimising Misconduct: Recommendations for Improving Assessment Rubrics
(Springer International Publishing Ag, 2025) Das Sivasubramaniam, Shiva; Khan, Zeenath Reza; Razı, Salim; Kouroutsaltis, Dimitrios
Academic integrity to uphold intellectual honesty and transparency has become the focus in higher education. Currently, the HE sectors worldwide have taken additional measures to minimise the likelihood of academic misconduct cases. Most of these interventions are student focussed, aiming to develop an integrity culture amongst students. A few studies have explored ways to deter plagiarism (or reduce the chances to plagiarise) by effective assessment strategies. It is an accepted argument that authentic assessment methods coupled with clear assessment briefs will reduce academic misconduct. Despite the continuous monitoring and careful mentoring, there were some reported incidences of ambiguous assessment briefs contributing to student misconduct. It is still not clear whether the assessment and their briefs are effectively produced with clear instructions about what is expected from the students (a) regarding literature surveys, (b) using data from collaborative group work, (c) using internet resources. This chapter aims to revisit examples of ambiguous assessment briefs from different institutions worldwide and their role in contributing to plagiarism and academic misconduct cases. It will highlight reported cases of how the following assessment modalities: (a) restricted time constraint exams, (b) open book online tests, (c) take home assessment and (d) assessment briefs with contradictory instructions have provided chances for cheating and affected the performance of students with Specific Learning Difficulties (SpLDs). The chapter will elaborate examples of academic misconduct, especially plagiarism, resulting merely from ambiguous assessment briefs and inappropriately transformed online assessments. It will also discuss ways to reduce ambiguity in assessment briefs.
Comparative Analysis of the Education Systems in Turkiye and Japan
(Routledge, 2025) Özşen, Tolga
[No abstract available]
Exploring the Need for Speech and Language Therapy Services in Turkish Schools: A Comparative Analysis
(Children Research Center, 2025) Pehlivan, Havva; İnal, Sevim
Speech and language therapy (SLT) services are vital in assisting children with speech, language, or communication disorders. However, various barriers limit the provision of this service in an equal and adequate manner. This study examines these barriers in the UK, the USA, Canada, Australia, and Türkiye and explores how school-based speech and language therapies contribute to removing these barriers in these countries. Key barriers, including workforce shortages, equity, accessibility, geographical and financial constraints, and lengthy waiting lists, impact the quality and provision of SLT services. Embedding SLT services within the school may provide timely, targeted, and sustainable interventions, thereby improving accessibility and availability. A qualitative comparative method was employed to analyze service provision in the five countries and identify differences and similarities in barriers to accessing SLT services. The findings indicate that while improvements are needed in all countries, Türkiye faces unique challenges that require comprehensive reforms, as there are relatively few speech and language therapists. The service is not accessible for many children, which perpetuates these barriers. Establishing school-based SLT services and integrating relevant training into teacher education curricula should be prioritized, as this will equip future educators with the knowledge and competencies for their active support.
Understanding Technology Use Intentions Among Generation Z English Language Learners: A Correlational Study
(Children Research Center, 2025) Yavuz Kartal, Meral; Köksal, Dinçay
Using technology in foreign language learning can provide a variety of possibilities, significant opportunities, and significant benefits. Considering that Generation Z is a generation born into technology and grew up with it, it is critical to understand the intentions of Generation Z students to use technology in learning English and to find out what variables might affect these intentions. For these reasons, in this article, a correlational research design was used to understand the technology use intentions of schools of foreign languages’ preparatory class students while English learning and to investigate whether variables such as technology use anxiety, technology access, attitudes towards technology use and digital literacy level are a predictor of these intentions. The participant group consists of 310 preparatory class students at the Foreign Languages School of Çanakkale Onsekiz Mart University. According to the study’s results, it has been revealed that students’ attitudes towards technology use are upbeat and high, their anxiety is low, their digital literacy levels are high, and their technology access is high. It is understood that digital literacy and the attitude of using technology in English language learning are positive predictors of technology use intentions. It is also understood that technology anxiety is a negative predictor. In addition, weekly laptop/desktop PC usage time while learning a language is also a positive predictor of technology use intentions.
Comparative Analysis of EFL Teachers’ Views on Fundamentals of English Language Teaching: The Case of Türkiye and Kazakhstan
(Children Research Center, 2025) Cesur, Kürşat; Mikhailova, Tatyana; Genç, Lale Gökçe
This study compares the views of English as a Foreign Language (EFL) teachers from Türkiye and Kazakhstan on the fundamental aspects of English language teaching (ELT). As English gains prominence in global communication, understanding EFL teachers’ pedagogical knowledge, content knowledge, and personality traits across different contexts is vital for enhancing teaching practices. Adopting a comparative qualitative design, data were collected from 107 in-service EFL teachers (50 from Türkiye, 57 from Kazakhstan) via an online survey with open-ended questions. Thematic analysis revealed six core themes: emotional commitment, pedagogical knowledge, content knowledge, continuous professional development, personality traits and professional dispositions, and student-centeredness. Both groups valued emotional commitment, pedagogical, and content knowledge; however, contextual differences emerged. Turkish teachers emphasized personal traits such as resilience and patience, while their Kazakhstani counterparts focused on content expertise and ongoing development. The study highlights how regional factors influence teacher perspectives and offers implications for tailoring EFL teacher education programs to context-specific needs in both countries.
Facing Academic Integrity Threats (FAITH) Conference Book of Abstracts
(Çanakkale Onsekiz Mart Üniversitesi, 2024) Razı, Salim; Çelik, Özgür; Zehir Topkaya, Ece; Çelik, Özgür; Razı, Salim; Zehir Topkaya, Ece
[No Abstract Available]
10. Uluslararası Türkçenin Yabancı Dil Olarak Öğretimi Kongresi Özet Kitabı
(Çanakkale Onsekiz Mart Üniversitesi, 2025) İnal, Sevim; Kalın Salı, Melek; Kalın Salı, Mesout; İnal, Sevim; Kalın Salı, Melek; Kalın Salı, Mesout
Bu özet kitabında, sözlü olarak sunumu gerçekleştirilmiş olan toplam 102 bildiri özeti yer almaktadır. Bu bildiri özetleri, Kongre Programı’ndaki bildiri başlıklarının sıralaması temel alınarak düzenlenmiştir.
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.
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.
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.
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.
From transgressors to authors: promoting EFL writing through academic integrity integrated instruction
(Elsevier Sci Ltd, 2023) Çelik, Özgür; Razı, 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.
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.
Strategy adaptation for sustainable quality management in universities: a systematic literature review
(Springer, 2023) Özsen, Tolga; Uslu, Barış; Aypay, Ahmet
Despite its roots in environmental discussions, sustainability has become a critical term influencing every aspect of organisations. As human-oriented institutions, universities have also embraced the 'sustainable development' concept on the quality of their internal and external services. Two overarching questions are most important for university managers to strategically guide sustainable quality development in their institutions: Which strategies do university managers adapt to construct a sustainable quality management structure in their universities? and how are these adapted strategies related to different aspects/components of universities? In response, we employed a Systematic Literature Review (SLR) protocol to analyse the existing studies in the related literature. During the systematic review, we followed five steps sequentially: i) defining the research question(s), ii) setting inclusion-exclusion criteria, iii) recording eligible studies, iv) quality overview of selected studies, and v) discussing prominent results. To integrate the results, we benefitted from five enablers in the European Foundation for Quality Management (EFQM) model and the sub-sections given in the European University Association's (EUA) institutional evaluation reports. The results revealed that the initial steps for university leadership to establish a `Sustainable Quality Management' system are integrating a sustainable quality approach to the main strategy document, and then motivating their staff to participate in and enrich the reform-level cultural changes in their universities. This study also discusses the strategies adapted to sustain quality development in universities' teaching, research, societal services, and internationalisation practices.
Exploring language learners' self-generated goals: Does self-concordance affect engagement and resilience?
(Elsevier Sci Ltd, 2023) Henry, Alastair; Thorsen, Cecilia; Uztosun, Mehmet Sercan
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive ef-fects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners' goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.
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.
Çağdaş Türkiye Türkçesi ve Eski Anadolu Türkçesinde -(y)AcAK ve -(y)AsI
(Avrasya Yazarlar Birliği, 2024) Kıra, Esra; Kuribayashi, Yuu
-(y)AcAK ve -(y)AsI eklerinin Çağdaş Türkiye Türkçesinde gelecek zaman gösteren sıfat-fiil ekleri olduğu konusunda ortak bir görüş vardır. Ancak bu iki ekin hem günümüzdeki hem de Eski Anadolu Türkçesindeki kullanımları incelendiğinde, günümüze kadar aynı işlevlerle süregelmediği, zaman içerisinde işlevsel ve anlamsal bir değişime uğradığı gözlemlenebilir. Özellikle günümüzde kullanılan -(y)AsI ekinin, gelecek zaman göstermediği düşünülmekte olup, buna rağmen alanyazında neden gelecek zaman sıfat-fiil ekleri kategorisinde ele alındığı merak edilen ve araştırılması gereken bir noktadır. Bu çalışmada, bu eklerin her iki dönemdeki kullanımları edebi eserlerden faydalanılarak tarama yoluyla incelenmiş ve zaman içerisinde işlevsel ve anlamsal değişime uğradıkları ortaya konmuştur. Bu incelemenin, günümüze kadar gelen gelecek zaman sıfat-fiil ekleri sınıflandırmasının yeniden gözden geçirilmesi için aydınlatıcı olması beklenmektedir.
Görünmez Etiket: Yakuwarigo -Türkçe ve Japonca Karşılaştırması
(UDEKAD AKADEMİ YAYINCILIK, 2023) Kıra, Esra; Yayık, İpek; Şeremet, Aslı Zeynep
Japoncada kişi zamirleri, sonekler, ses değişimleri, dilbilgisel ve leksikal ifadeler gibi çeşitli dil kullanımlarının her biri bize konuşurun herhangi bir özelliğini yansıtabilmekte ve karakterin zihnimizde kolayca canlanmasını sağlayabilmektedir. Bu da Japoncayı Türkçeden ayıran noktalardan biri olarak karşımıza çıkmaktadır. Bu çalışmada, Japoncadaki yakuwarigo kullanımının Türkçedeki kullanımı ile kıyaslaması yapılmış ve her iki dildeki kullanımın benzerlik ve farklılığı ortaya konmuştur. Bunun için orijinal dili Japonca olan bir eser ve Türkçe çevirisi ile, orijinal dili Türkçe olan bir eser tarama yöntemiyle analiz edilmiş ve karşılaştırmalı olarak ele alınmıştır. Analiz sonucunda, Japoncada yaş, cinsiyet, sosyal sınıf/meslek, bölge ve milliyet/ırk özelliklerini gösteren yakuwarigolar görülmüş, fakat Türkçe çevirisinde karakterlerin yalnızca kibar ve resmi dil kullanımına rastlanmıştır. Diğer yandan, orijinal dili Türkçe olan eserde kibar ve resmi dil kullanımıyla birlikte cinsiyet, sosyal sınıf, yaş ve milliyet gibi özellikleri yansıtan örnekler görülmüş, fakat çoğunlukla leksikal ifadelerle sınırlı kalmıştır. Elde edilen bulgular Japoncanın yakuwarigo açısından zenginliğini, buna karşın Türkçenin yakuwarigo kullanımının çeviri açısından yeterliliğinin oldukça sınırlı olduğunu ve yakuwarigoyu yansıtan dil özelliklerinin zengin olmadığını gözler önüne sermektedir.

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