Araştırmacılar(4)

• Akdemir, Ahmet Selcuk
• Dincer, Ali
• Gönülal, Talip
• Işık, Tuba

• ArticleYayıncıda açık erişim2026/r/ebyu/10897
  AI In Academic Publishing for Non-Native English Speakers: The Good, the Bot, and the Ugly

  Gönülal, Talip; Güçlü, Ramazan; Güçlü, Salih

  This exploratory study investigated the impact of artificial intelligence (AI) tools on academic publishing for non-native English-speaking researchers. Through a mixed-methods convergent parallel design, it examined how these scholars utilize AI tools, their perceived benefits, and concerns regarding AI's influence on academic publishing. Data were collected from 105 non-native English-speaking academics coming from 25 language backgrounds. Participants primarily employed AI tools for grammar improvement, writing style enhancement, and translation, while maintaining control over higher-level intellectual tasks such as organizing manuscripts. Three key dimensions of the perceived impact of AI were identified in this study: the good, reducing linguistic inequalities by improving paper quality and decreasing language-related challenges; the bad, involving inaccurate or misleading AI suggestions, over-reliance on AI tools, and diminished engagement with manuscripts; and the ugly, characterized by failure to disclose AI use, lack of clear guidelines for responsible AI integration in research, homogenization of academic writing, and the emergence of new forms of inequality. The study concluded with several recommendations for individual researchers, academic institutions, and publishers and journals to promote the ethical and effective use of AI in academic publishing.

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• ArticleYalnız künye2025/r/ebyu/11956
  Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience

  Kessler, Matt; Loewen, Shawn; Gönülal, Talip

  Despite the influx of research examining various aspects of mobile-assisted language learning (MALL) applications (apps) over the past two decades, there have been no head-to-head studies that have investigated the comparative effectiveness of different mobile apps. The current study addresses this gap by directly comparing two of the most well-researched and popular MALL apps: Babbel and Duolingo. In this mixed methods study, adult learners (N = 59) engaged in studying Turkish as a foreign language using either Babbel (n = 27) or Duolingo (n = 32) for eight weeks. Participants then completed two exit assessments, including (1) a posttest gauging their development of various language skills (i.e. reading, writing, speaking, listening, vocabulary, and grammatical competence), and (2) a survey assessing their user experience (e.g. enjoyment, motivation, beliefs about effectiveness). The results of this study showed that although both the Babbel and Duolingo groups made progress, there were no statistically significant differences between their L2 learning gains. However, for the Babbel group, there was a stronger correlation between participants’ study time and their posttest scores. Finally, Babbel users also felt the app was more effective for learning grammar, speaking/pronunciation skills, and for learning about the target language culture. This study discusses the implications of these findings for researchers and MALL users more broadly.

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• ArticleYayıncıda açık erişim2025/r/ebyu/11650
  Shifting Dynamics: Who Holds the Reins in Decision-Making With Artificial Intelligence Tools? Perspectives of Gen Z Pre-Service Teachers

  Merzifonluoglu, Ayse; Gunes, Habibe

  Artificial intelligence (AI) is significantly shaping education and currently influencing pre-service teachers' academic and professional journeys. To explore this influence, the present study examines 389 Generation Z pre-service teachers' attitudes towards AI and its impact on educational decision-making at two state universities, using an explanatory sequential mixed-methods research design. Quantitative data were collected through the General Attitudes to Artificial Intelligence Scale (GAAIS) and an AI decision-making survey. It was followed by qualitative data gathered via semi-structured interviews to enrich the statistical trends with deeper thematic insights. SPSS was used for quantitative data analysis while MAXQDA was employed for a systematic analysis of the qualitative data. The analysis revealed that female pre-service teachers held more positive attitudes towards AI, with higher levels of AI knowledge contributing to these attitudes. Negative attitudes, however, were independent of gender, academic discipline or AI familiarity. Findings also reveal that AI tools, particularly ChatGPT, are primarily used as advisors, and pre-service teachers often adapt AI's suggestions to their preferences. AI is predominantly preferred for assignments, reports, projects and presentations. In AI acceptance, time and effort savings, innovative suggestions and unbiased recommendations are stated as key factors. However, there are ongoing trust concerns highlighting the necessity of keeping final decisions under human control. Based on these findings, comprehensive AI training for teachers and students in higher education is suggested.

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• Book ChapterYalnız künye2022/r/ebyu/13667
  Understanding the Inner Motivational Resources of Language Learners’ Out-of-Class Technology Use for Language Learning

  Dincer, Ali; Işık, Tuba

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• ReviewYayıncıda açık erişim2021/r/ebyu/17956
  Mobile Lenses on Learning: Languages and Literacies on the Move

  Gonulal, Talip

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• ReviewYalnız künye2020/r/ebyu/18046
  Flipping academic English language learning: Experiences from an American university

  Dincer, Ali

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• ArticleYayıncıda açık erişim2020/r/ebyu/22072
  The Implementation of an Intensive English Language Program in the Fifth Grade in Turkey: A Qualitative Evaluation

  Dincer, Ali; Koç, Hatice Kübra

  This qualitative evaluation study aims to investigate the implementation process of a current educational reform on teaching English to young learners in Turkey, the Intensive English Language Program in the Fifth Grade, from English as a foreign language (EFL) teachers’ viewpoints. Seven EFL teachers at pilot schools in the city-center of Erzincan were interviewed twice. The results of the first round of interviews indicated that despite the challenges arising from the pilot program, the teachers had positive attitudes regarding the potential advantages of the program. However, the final interview results painted a different picture in that although the main principles of the policy were seen as beneficial for young learners, the teachers faced a variety of challenges, such as a heavy compulsory curriculum in terms of content, lack of professional development support on the new program and scarcity of suitable language teaching materials. Based on both these problems and the benefits of the program, the teachers offered several suggestions for improving the quality of the program; these targeted elements including poor design of the program and unsatisfying professional development support. This study takes a snapshot of the implementation of the current EFL reform and presents suggestions for policymakers and teachers.

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• ArticleYayıncıda açık erişim2020/r/ebyu/15226
  Understanding the characteristics of english language learners’ out-of-class language learning through digital practices

  Dincer, Ali

  This study aims to understand the extent to which English as a foreign language learners use technology for their autonomous language learning beyond the classroom. With a cross-sectional survey design approach, the study focuses on learner characteristics. It first investigates the existing language learner profiles of 512 English major university students concerning autonomous language learning and out-of-class technology engagement. Then, details regarding the characteristics of existing learner profiles in terms of language proficiency, daily technology use time, a variety of digital tool use and the most beneficial tools are outlined. Within this frame, cluster analyses suggested two clusters: more autonomously engaged with digital tools and less autonomously engaged with digital tools. The findings showed that more autonomously engaged students tend to have greater language-learning proficiency than the less autonomous group. The more autonomously engaged students also spent more time daily and used various digital tools in comparison to less autonomous technology users. While online websites and social media were the most frequently used digital tools for both groups, the use of podcasts, blogs and online language courses differed. According to the provided tool lists of learners, students benefited significantly from social media, online websites, dictionaries, and intelligent tutoring system applications (apps). Online games, YouTube, Instagram and other smartphone apps, which allow students to practice vocabulary and speak with foreigners, also had considerable influence on language development. The study findings provide insights for language teachers aiming to extend learners’ in-class language-learning experiences beyond the confines of the classroom.

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• Book ChapterYalnız künye2020/r/ebyu/15204
  Self-determination and motivated engagement in language learning

  Noels, Kimberly A.; Lou, Nigel Mantou; Lascano, Dayuma I. Vargas; Chaffee, Kathryn E.; Dincer, Ali; Zhang, Ying Shan Doris; Zhang, Xijia

  This chapter provides an overview of self-determination theory (SDT), and reviews how it has been incorporated in second language learning research to better understand language learning motivation. Findings from 20 years of empirical studies generally support the premises of SDT, although there are noteworthy gaps in this body of research regarding the motivational process across learners’ ages and ethnolinguistic contexts, as well as regarding the dynamic, time-nested nature of the process. The chapter ends by suggesting future directions for theory development, quantitative and qualitative research, and interventions for teaching.

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• ArticleYayıncıda açık erişim2020/r/ebyu/15123
  Efl teachers’ autonomy supportive practices for out-of-class language learning

  Işık, Tuba; Balçıkanlı, Cem

  Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.

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