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Öğe Facing Academic Integrity Threats (FAITH) Conference Book of Abstracts(Çanakkale Onsekiz Mart Üniversitesi, 2024) Çelik, Özgür; Razı, Salim; Zehir Topkaya, EceFacing Academic Integrity Threats Conference FAITH2024, 5-7 AUGUST 2024 ÇANAKKALE, TÜRKIYEÖğe 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 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 Enhancing global awareness and intercultural competence in english language teacher education(IGI Global, 2025) Mikhailova, Tatyana; Cesur, KürşatForeign 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.Öğe The impact of gamified modules on EFL learners’ L2 motivational ‘self’ system(Castledown Publishers, 2025) Güzel, Serhat; Yılmaz, CevdetGamification 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.Öğe Upholding academic integrity in EAP(Springer Nature, 2024) Şık Keser, Kübra; Razı, 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.Öğe From transgressors to authors: promoting EFL writing through academic integrity integrated instruction(Elsevier Sci Ltd, 2023) Çelik, Özgür; Razı, 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 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, KürşatThe 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.Öğe Professional competences to teach English at primary schools in Turkey: a Delphi study(Routledge Journals, Taylor & Francis Ltd, 2018) Uztosun, Mehmet SercanThis 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.Öğe Strategy adaptation for sustainable quality management in universities: a systematic literature review(Springer, 2023) Özsen, Tolga; Uslu, Barış; Aypay, AhmetDespite 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.Öğe Exploring language learners' self-generated goals: Does self-concordance affect engagement and resilience?(Elsevier Sci Ltd, 2023) Henry, Alastair; Thorsen, Cecilia; Uztosun, Mehmet SercanDespite 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.Öğe Academic Misconduct Epidemic in Pandemic: Institutional Academic Integrity Promotion in Online Education(Springer, 2024) Ercin Kamburoğlu, Nalan; Razı, SalimThis 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.Öğe 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.Öğe Miyazawa Kenji’nin Ame Ni Mo Makezu şiirinin yapı sökümcü analizinde katakana ve iktidar(Nevşehir Hacı Bektaş Veli Üniversitesi, 2024) Çelik, MelekTürkçe 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.Öğe Preface [Handbook of Research on Perspectives in Foreign Language Assessment](IGI Global, 2023) Köksal, Dinçay; Kavaklı Ulutaş, Nurdan; Arslan, Sezen[No abstract available]Öğe Internationalization of a Regional Children’s Song for Teaching English to Young Learners(Children Research Center, 2024) Türkmen, Gökçe Nur; Cesur, KürşatIntegrating 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.Öğe Investigating the Impact of Intercultural Communicative Competence Training at High School Setting(Children Research Center, 2024) Saygı, Güneş; Köksal, DinçayThis 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.Öğe Using Drama in English Language Teaching: Primary and Secondary School Teachers’ Perspectives and Practices(Children Research Center, 2024) Ali, Neslihan; Kani, Zeynep GülşahThis 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.Öğe Handbook of Research on Perspectives in Foreign Language Assessment(IGI Global, 2023) Köksal, Dinçay; Kavaklı Ulutaş, Nurdan; Arslan, SezenAs a predominant teaching paradigm, foreign language learning has increasingly been one of the crucial elements that leads to career accomplishments for students. Due to this, foreign language assessment has emerged as a major topic in the field of foreign language learning. The Handbook of Research on Perspectives in Foreign Language Assessment examines perspectives on language assessment through reflections on classroom applications and makes recommendations to strengthen quality language assessments by drawing on a variety of research methodologies. It also provides a foundation as to why foreign language assessment as a discipline should be refocused with caution, what sort of theoretical and practical implications should be in place for foreign language teachers, and in what ways it may be possible to provide futuristic perspectives on foreign language assessment for test developers and users involved in language assessment. Covering key topics such as testing, literacy, and language teaching, this major reference work is ideal for industry professionals, policymakers, administrators, researchers, academicians, scholars, practitioners, instructors, preservice teachers, teacher educators, librarians, and students.Öğe Culturally-biased language assessment: Collectivism and individualism(IGI Global, 2023) Ulum, Ömer Gökhan; Köksal, DinçayThis chapter suggests that culture and evaluation are inextricably linked. Therefore, culture should not be regarded as a phenomenon that needs to be controlled for in assessments; rather, it should be regarded as afundamental component of assessment, beginning with its conceptualization and continuing through its design, construction, and interpretation of student performance. This study aims to discuss the relationship of culture to language assessment, teachers' awareness of cultural and linguistic bias in testing, and the negative effect of test bias on learners' motivation and performance; the ways of minimizing linguistic and cultural bias in language tests and maximizing cultural validity in classroom-based language assessment; to find out how learners and teachers from different cultures view success from a language learning perspective; and to find out how learners and teachers from different cultures view success from a cultural perspective.
