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https://hdl.handle.net/20.500.12428/3532

Listeleniyor 1 - 11 / 11

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.
Evolving Perceptions of AI Use and Academic Integrity: Insights from EFL Learners in Turkish Higher Education
(Springer, 2025) Bayraktar Balkır, Nalan; Zehir Topkaya, Ece
Using a qualitative, multiple cross-sectional research design, this study investigated the evolving perspectives on the use of artificial intelligence (AI) and academic integrity between two cohorts of English as a Foreign Language learners (n = 48 and n = 96, respectively) enrolled in an English Language Preparatory Program at a Turkish university over two academic terms. The study revealed three significant patterns in students'changing perspectives: a shift from broad acceptance or rejection to detailed consideration of appropriate AI use, enhanced ethical awareness encompassing attribution and plagiarism, and recognition of AI as an integral educational tool that requires thoughtful management. These changes reflect a growing understanding of AI's role and implications in academic practice. The findings align with recent global research on AI integration in education, particularly regarding students'mixed perceptions of AI tools' potential benefits and ethical concerns. The study suggests that educational institutions develop context-specific guidelines and support systems that balance technological innovation with academic integrity.
The Effect of well-being interventions on english language pre-service teachers' ability to cope with the challenges during their school practicum
(IGI Global, 2025) Demir, Bora
This research explores the effect of a well-being intervention program on pre-service English language teachers' ability to cope with challenges during their school practicum. The primary goal is to assess how such interventions impact stress management and resilience in real teaching contexts. Ten senior pre-service teachers participated in the 14-week study, during which data were collected through focus group interviews before and after the intervention, daily self-report charts, and gratitude journals. The well-being of participants was assessed using the PERMA Profiler (Butler and Kern, 2016), which measures Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. The intervention focused on activities aimed to enhance these dimensions, with an emphasis on stress reduction and positive coping mechanisms. Results indicated that the intervention positively impacted participants' stress, emotional regulation, and resilience, as shown in daily reports. findings suggest integrating well-being programs in teacher education to foster professional resilience. © 2025 by IGI Global Scientific Publishing. All rights reserved.
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.
Cognitive Coaching: Developing Teachers of English as Self-directed Learners
(Asia TEFL, 2021) Göker, Süleyman Davut; Göker, Mübeher Ürün
Innovative and leadership-based learning environments proposed by Education 4.0 have created new tasks for teachers to take greater ownership of change to survive in both digital and physical classrooms. These tasks require teachers to increase their cognitive development and teacher sense of efficacy (TSE). Within this context, teachers as self-directed learners with high levels of sense of efficacy and a more efficient cognitive development are the best agents of change in creating innovative learning opportunities for both themselves and learners as demanded by Education 4.0. This single case study based on pre/post test design aims to examine the impact of a cognitive coaching program developed by the researchers on cognitive and TSE development of pre-service EFL (English as a foreign language) teachers in the Turkish EFL context. Overall, the program had a significant impact on TSE development of teacher candidates and coaching skills concerned with their cognitive development, self-directedness, self-modification, and self-reflection.
Müziğin Ruhunu Yansıtan Anlatı Örnekleri: Ravel ve Dünyanın Tüm Sabahları
(İstanbul University Press, 2021) Sezgintürk, Pınar
Duygunun ve tutkunun dili olarak evrensel bir iletişim aracı olan müzik, sanatsal ve yazınsal birçok yapıta esin kaynağı olmuştur. Yazılı yapıtlar, kültürel alanda önemli bir yere sahip olsalar da müzik yapıtları da aynı şekilde ve belki de daha de etkileyici bir şekilde birçok düşünce hareketlerini beslemiş ve anlam inşa etmekte belirleyici olmuştur. Bu çalışmada, yaşamın, yaşamdaki olayların özünü dile getirdiği için müziğin etkisinin diğer sanatlara göre daha güçlü olduğunu savunan Schopenhauer’ın felsefesinden hareketle, sanatın en yüce biçimi sayılan müziğin Jean Echenoz’un Ravel ve Pascal Quignard’ın Dünyanın Tüm Sabahları anlatılarıyla kurduğu güçlü bağ gösterilmeye çalışılacaktır. Müziğin bahsedilen yazarların yazınsal yaratıcılıklarındaki rolüne değindikten sonra müzik sanatıyla varoluşuna anlam yüklemeye çalışan müzisyen-anlatı kişileri aracılığıyla her şeyin idesini gösteren müziğin yazın ile nasıl temsil edildiği gösterilecektir. Müzik üzerine bir söylev geliştiren sözü geçen anlatı örneklerinde müzik sanatı, bir anlatıda basit bir süsleme ya da anlatma biçiminden daha çok anlatıyı meydana getiren unsurlardan biridir. Schopenhauer’ın vurguladığı gibi sözcükler nasıl aklın diliyse, müzik de hissetmenin ve aşkın dilidir. İncelenen yapıtlarda da sözcüklerle ifade edilemeyen acı, yalnızlık, ıstırap, yas, arzu ve özlem izlekleri, müziğin özünde var olan gücü ve etkisi sayesinde anlatılmış ve okurun ruhu ile iletişime geçilmeye çalışılmıştır.
Reflective coaching: Training for development of instructional skills and sense of efficacy of pre-service EFL teachers
(Selcuk University, 2021) Ürün Göker, Mübeher
The goal of this study was to inquire the impact of the reflective coaching (RC) on development of pre-service EFL (English as a Foreign Language) teachers' sense of efficacy and instructional skills. The reflective coaching program utilized in this study was developed and adapted by the researcher in 2016 mainly based on the theoretical views and principles of reflection, self-analysis of strengths and weaknesses and the writing of personal statements, and reflective teaching. The research approach used for this study was both quantitative and qualitative and this study is a single case study based on pre/post-test design. To achieve this goal, eight volunteer male and female (one male and seven female) undergraduate students, aged from 21 to 22, attending B.A. program in ELT, Faculty of Education, Cąnakkale Onsekiz Mart University, Turkey participated in the study. For the pre/post-test design of this study, one case study group was formed. The study was conducted between February 11, 2019 and May 17, 2019. During the implementation of the RC program, the researcher also employed an overview of the instructional skills, which represented teaching behaviors desired. Results showed significant differences in favor of the implementation of RC program on development of pre-service EFL (English as a Foreign Language) teachers' sense of efficacy and instructional skills. The findings are expected to have implications for how reflective coaching can be a means to improve instructional skills and sense of efficacy and recommendations for EFL teachers and curriculum designers will also be made.
Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach
(SAGE Publications, Early Access) Karataş, Nur Başak; Özemir, Oya; Lovelett, Jarrett T.; Demir, Bora; Erkol, Kemal; Verissimo, Joao
We investigated whether learning and retaining vocabulary in a second language (L2) can be improved by leveraging a combination of memory enhancement techniques. Specifically, we tested whether combining retrieval practice, spacing, and related manipulations in a ‘multidomain’ pedagogical approach enhances vocabulary acquisition as compared to a typical learning approach. In a classroom-laboratory design, 48 Turkish university students studying L2 English were trained on 64 English words over 17 days. They were assigned to either a ‘typical’ study regimen of (re)studying the words on the first day (initial study) and last day (cramming) of training, or an ‘optimized’ regimen of retrieval practice (retrieving the words), moreover with feedback, spaced throughout the period, moreover with expanding gaps. The target words were tested before training (pre-test) and one and 11 days afterwards (post-tests). Mixed-effects modeling revealed a training-group by test-session interaction, due to greater improvements from optimized training (a striking 18 percentage-point accuracy increase from pre-test to both post-tests) than typical training (an 8 percentage-point increase). Further analyses showed that the optimized training advantages were mainly driven by high (rather than low) frequency words. Overall, the results suggest that a multidomain approach of combining different memory enhancement techniques can lead to substantial gains in both the learning and retention of L2 words, as compared to a typical study pattern. The findings have implications for L2 learning and pedagogy.
Uncovering EFL Learners’ Perspectives on a Course Integrating Global Issues and Language Learning
(Children Research Center, 2021) Balkır, Nalan Bayraktar
The fact that our world increasingly faces serious problems including poverty, wars, environmental destruction, climate change, pandemics, gender inequality, hunger, oppression and so on raises the question of the role of foreign language teaching profession in struggling to find solutions to those global issues. This understanding relates to an educational stance called global education which aims to equip learners with the knowledge, skills, and ability to effectively communicate in a foreign language and enable them to be socially conscious of global problems and provide them with the linguistic tools to take action. In this regard, this study aimed to uncover a group of tertiary level EFL learners’ perspectives on a course integrating global issues and language education. To this end, a study with a qualitative design was conducted, and focus group interviews were held with a group of students at a state university in Turkey. The data analysis revealed that the learners’ conceptions of global issues included ones such as poverty, environment, education, and oppression. Furthermore, they had mainly positive opinions about the effects of dealing with global issues in class, primarily referring to expanding their perspectives and improving learning gains. Finally, they made suggestions for textbook content and classroom activities. The results of this study might contribute to the attempts to make global education one of the vital approaches of foreign language education with the hope that the world could turn into a better place.
A Case Study of a Turkish-English Bilingual Child: Focus on the Advantages of Phonological Processing
(Children Research Center, 2021) Demir, Bora
This study investigates the phonological awareness of a Turkish monolingual and a Turkish- English bilingual child in Turkish. As a case study, the main focus of this study is to explore whether a bilingual advantage exists in phonological processing. Theories of bilingualism and empirical data led to the prediction that the bilingual participant would perform better than the monolingual participant in tasks involving the segmentation of phonemes. With regard to current literature, four phonemic awareness tasks, namely, final phoneme deletion, initial phoneme deletion, phoneme detection, and phoneme substitution tasks were used to find out the levels of phonological awareness of the participants. The tasks were administered individually to each child and correct answers were calculated by percentages. The analysis of the data showed that bilingual child performed better in final phoneme deletion, initial phoneme deletion, phoneme detection tasks, while both children scored the same in the phoneme substitution task. To conclude, this study provided evidence for the positive effect of bilingualism for phonological language processing.
Prospective English Language Teachers’ Opinions About Community Service Practices
(Çanakkale Onsekiz Mart Üniversitesi, 2019-03-26) Demir, Bora
Community service applications is a course provided by faculties of education in order to give the prospective teachers the chance to identify social problems related their field, develop project focused on social problems, analyze general needs of the society, become acquainted with public institutions, debate social problems, and develop positive attitude towards participating to community service practices. The aim of this study is to find out prospective language teachers’ teaching experiences and opinions about their community service applications. 20 prospective teachers from an English language teaching department of a state university participated in this qualitative study. The participants were given a semi-structured questionnaire with questions related to their teaching experience at a kindergarten. After 10 weeks and 10 hours of teaching experience the participants’ reports were analyzed according to content analysis approach. The results indicated that most of the participants developed positive attitudes towards teaching in such a public service and reported this activity as inspiring for their future teaching. The study concluded that more importance should be given to community service appliances since it is much helpful for prospective teachers’ teaching experiences and at the same time it provides opportunity for students to identify social related issues and hence develop a bridge between the university and the society

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