Araştırmacılar(4)

• Abdal, Göksenin
• Karabulut, Emine
• Merzifonluoglu, Ayse
• Özturan, Tuba

• Book ChapterYalnız künye2026/r/ebyu/11070
  AI in Higher Education: When Do University Students Consider It Ethical or Unethical?

  Gönülal, Talip

  This chapter investigated the ethical dimensions of artificial intelligence (AI) use in higher education through the perspective of university students. Using a qualitative research method, this study analyzed responses elicited from a group of English Language Teaching (ELT) students to explore how they conceptualized ethical boundaries when using AI in academic tasks. The findings revealed that students developed a foundational ethical framework distinguishing between assistive AI use (e.g., brainstorming and proofreading) and substitutive ones (e.g., completing assignments or homework). Most ELT students identified a threshold of 25–30% as an acceptable level of AI assistance in academic tasks. Their ethical judgments were affected by such factors as the amount of personal contribution, the nature of tasks, the intent of using AI, and transparency considerations. Students perceived ethical AI use as something that supported rather than replaced their intellectual engagement, while they defined unethical AI use as direct copying and complete reliance on AI tools. This chapter, therefore, contributes to our understanding of the recent ethical discussion of AI use in higher education and offers targeted recommendations for students, academics, and institutions.

  RDL Kalıcı Kaydıİncele
• ArticleYalnız künye2026/r/ebyu/10389
  A (re)positioning of imitation in translation studies: the Murat Davman crime fiction series as an imitative translation

  Karabulut, Emine; Karadağ, Ayşe Banu

  Scholarly discourse in translation studies continues to engage extensively with the conceptualization, scope, and boundaries of translation. This paper, which we believe contributes to this discourse, seeks to explore Ümit Deniz’s Murat Davman crime fiction series through the lens of ‘imitative translation,’ as proposed by Leo Tak-hung Chan, and to (re)examine the concept of imitation in translation studies. Initially presented as original within the Turkish literary system, the series faced allegations of being an imitation of Mickey Spillane’s Mike Hammer series. This study traces the similarities and differences between the Davman and Hammer series, arguing that the Davman series exemplifies imitative translation. By employing imitative translation as a framework and renewing attention to this age-old concept, the study contributes to Chan’s discourse on the inclusion of imitation as a research object and proposes (re)positioning imitation within translation studies. It also highlights how imitative translation enhances our understanding of cross-cultural exchanges.

  RDL Kalıcı Kaydıİncele
• ArticleYalnız künye2026/r/ebyu/10256
  Human vs. generative artificial intelligence in writing assessment: investigating feedback alignment, score validity, and teacher agency

  Anbreen, Tanzeela; Özturan, Tuba; Shrestha, Prithvi; Maqsood, Ammara

  The recent advances in technology, such as the emergence of generative artificial intelligence (GenAI) tools, warrant careful integration into education. In particular, exploring feedback and scores generated by both human raters and GenAI tools is crucial for assessing feedback alignment and score validity in L2 writing assessment. Moreover, L2 writing teachers’ agency in collaborating with these tools is a notable area of research. Given the importance of the topic, this mixed-methods research design aims to address three research questions: The alignment of GenAI and human scores and feedback on the same writing task responses; the justifications for scoring and feedback; and teachers’ agency in negotiating their roles in GenAI-supported assessment contexts. For that purpose, fifty essays (an IELTS retired task for Academic Writing Task 2) were rated by a human rater and ChatGPT-5 using the IELTS Task 2 criteria. The results displayed a strong correlation between human and ChatGPT-5 scores, confirming the scoring validity. Then, the rater was asked, and ChatGPT-5 was prompted to investigate the justifications for their scoring decisions. The findings yielded a contrast between the human rater and ChatGPT-5. These findings were also carefully interpreted following Kane’s argument-based approach to validity. Lastly, the thematic analysis of the semi-structured interview to navigate teachers’ agency in GenAI-mediated writing assessment was in accord with Priestley’s ecological model of agency. Overall, the findings illustrate the need for a hybrid model since blending GenAI-led surface-level evaluation with human-led cognitive, critical, and contextual evaluation is essential for a comprehensive and valid writing assessment.

  RDL Kalıcı Kaydıİncele
• ArticleYalnız künye2026/r/ebyu/10046
  Ethical Boundaries in GenAI-Driven Research: Language Researchers' Reactions to Unethical Use of GenAI in Graduate Education

  Yildiz, Mine; Merzifonluoglu, Ayse

  The rapid integration of generative artificial intelligence (GenAI) tools into academic settings, particularly graduate education, where research integrity is required, has raised questions about their ethical use. Adopting a scenario-based qualitative design, this study focuses on exploring language researchers' perspectives on and reactions to potentially unethical GenAI practices in graduate research with an extended technology acceptance (E-TAM) perspective and thus providing a process-oriented framework including preventive strategies for the unethical uses of GenAI in graduate research. Data were collected through semi-structured interviews with 10 language researchers from different universities, focusing on hypothetical scenarios, and were analyzed thematically. The findings revealed that participants mostly conceptualized GenAI uses presented in scenarios as ethically suspect. However, they pointed out that they might tolerate the use of GenAI in data analysis and consider it ethically contingent, provided that transparency, responsibility, and accountability are ensured. Language researchers also proposed preventive strategies to avoid unethical uses of GenAI in academic contexts, and a framework was developed based on these suggestions. This framework, suggesting that ethical GenAI use in graduate research practices is a shared responsibility of graduate students, their supervisors and institutions, can be used as a guide to promote ethical GenAI use in graduate education. This study contributes a theoretically informed and empirically grounded framework for promoting ethical GenAI use in graduate research by integrating language researchers' insights with an E-TAM perspective through a scenario-based approach that reveals context-dependent ethical reasoning.

  RDL Kalıcı Kaydıİncele
• Review ArticleAçık Erişim2025/r/ebyu/19134
  Self-Regulated Language Learning and Generative AI: A Systematic Review

  Ozturan, Tuba

  This systematic review aims to investigate the integration of generative artificial intelligence tools within foreign and second language (L2) education contexts and their influence on learners' self-regulated learning. Adhering to the PRISMA and PICO protocols, the review encompasses five empirical studies. These studies were systematically coded and analyzed employing a two-cycle coding approach. The findings regarding the research context indicate that most of the included studies adopted an experimental design, primarily involving university-level English as a Foreign Language (EFL) learners. ChatGPT emerged as the most frequently utilized GenAI tool, and English was the dominant target language. Across the studies, self-regulated learning was examined through cognitive, affective, motivational, and metacognitive processes. Key outcomes included learners’ high acceptance of GenAI tools, reports of increased cognitive load while using ChatGPT, and overall positive impacts of GenAI integration on self-regulated learning processes. The paper concludes by offering insights for educators and proposing recommendations for future research.

  RDL Kalıcı Kaydıİncele
• ArticleYalnız künye2025/r/ebyu/12038
  Translation from periphery to periphery Turkish literature in Dutch

  Brems, Elke; Karabulut, Emine

  Translation flows involving peripheral literatures have been compara-tively understudied in comparison to those involving exclusively English and other literatures. In attempting to fill this gap, this study examines the translation flow between two peripheral literatures, namely Turkish and Dutch literatures, with a particular focus on the translation flow from Turkish to Dutch in the 20th and 21st centuries. We aim to identify the (f) actors involved in this translation flow by adopting the multi-level field approach proposed by Johan Heilbron and Gisèle Sapiro. By conducting an analysis of the Dutch translations of two Turkish novels, Saatleri Ayarlama Enstitüsü (Het Klokkengelijkzetinstituut, 2009) and Huzur (Sereen, 2013), written by Ahmet Hamdi Tanpınar, a Turkish multifaceted intellectual, we find that political, economic, social, and cultural (f)actors are influential in the translation flow. In the context of our case study, we uncover additional factors that influence the translation process and aim to provide an exemplary model for future scholars in their respective fields.

  RDL Kalıcı Kaydıİncele
• Book ChapterYalnız künye2025/r/ebyu/11731
  Redefining the Role of Educators in GenAISupported Classrooms

  Merzifonluoglu, Ayse

  This chapter explores the evolving role of educators in Generative Artificial Intelligence (GenAI)-supported classrooms. As GenAI tools become more increasingly prevalent in educational practices, educators’ roles are shifting from being primary knowledge providers to serving as learning advisors, critical evaluators, and mediators between learners and technological resources. This chapter outlines key benefits of GenAI integration, such as personalized learning, enhanced feedback mechanisms, expanded accessibility, and reduced workload. It also addresses significant concerns, including threats to educator authority, learner over-reliance on AI, algorithmic bias, privacy risks, and diminished human connection. To keep up with these transformations effectively, the chapter presents strategies for empowering educators through comprehensive professional development, supportive institutional policies, and human-centered teaching practices. It suggests a balanced approach where AI serves as a supportive tool and educators’ essential authority and expertise are preserved.

  RDL Kalıcı Kaydıİncele
• ArticleYayıncıda açık erişim2025/r/ebyu/10941
  The effects of mediation and corrective feedback on L2 writing development

  Özturan, Tuba; Uysal, Hacer Hande

  This study explored the effects of Mediation-based Feedback and Direct Corrective Feedback on the linguistic accuracy and rhetorical development of EFL university students’ writing. A quasi-experimental design involved two L2 writing classes (mediation group vs. correction group), each receiving feedback across three writing tasks: pre-test, post-test, and delayed post-test. The mediation group received dialogic, adaptive mediation aligned with learners’ Zones of Proximal Development, while the correction group received teacher-led direct corrections. Quantitative analyses revealed that the mediation group outperformed the correction group in linguistic accuracy, with statistically significant differences and a large effect size. Within-group comparisons showed that mediation led to moderate improvements in linguistic accuracy, while direct corrective feedback produced small yet meaningful gains. No significant between-group differences were found for rhetorical development; however, direct corrective feedback yielded sustained medium effect size gains, while the mediation group demonstrated initial progress that regressed over time. The study contributes to research on feedback by highlighting the benefits and limitations of mediation and correction in L2 writing development.

  RDL Kalıcı Kaydıİncele
• ArticleYalnız künye2024/r/ebyu/12553
  Translation and adaptation studies on common ground: the Murat Davman crime fiction series

  Karabulut, Emine; Karadağ, Ayşe Banu

  When claims emerged that Ümit Deniz’s Murat Davman crime fiction series (1956–1974) was an adaptation of Mickey Spillane’s Mike Hammer series (1946–1996), they were quickly debunked. The claims, however, prompted questions about whether Deniz’ series may be an adaptation of other novels Deniz translated into Turkish. This article reads Deniz’ corpus with the tools of intertextuality and translation theory and characterizes his series as both a concealed translation/global adaptation of the Hammer series, other novels and an original work. In so doing, it brings together hitherto distinct disciplines and offers a revised constructive interpretation of the East–West relationship when it comes to discussion of the circulation of texts, which is usually structured by assumptions of the incompetency and backwardness of the East and the perceived superiority of the West. Through the series, we see the importance of recognizing the potential of East–West as moments of mutual enrichment.

  RDL Kalıcı Kaydıİncele
• Book ChapterYalnız künye2024/r/ebyu/12308
  Queer literature in Turkish translation (1928-2020)

  Abdal, Göksenin

  While not necessarily encompassing direct references to LGBTQ+ identities, queer literature reflects fictionalized narratives from the perspective of sexually marginalized communities. As such, it is generally subject to stigmatization and alienation in societies where heterosexuality is deemed superior to "queerness". The heterosexist agenda and the discrimination mechanisms that it brings with itself have the potential to consolidate such hierarchical positionings, turning the literary realm into an insuperable basis for disseminating and enforcing hegemonic and discriminatory lines of thinking and reasoning against anyone who defines themselves outside of the heterosexual, cisgender norm. So, it can be suggested that the dynamics in the publishing industry, including the dissemination of translations and original works of art, are closely related to how these signifying practices affect the outlook of gender, sexuality, and sexual orientations in various contexts. In this respect, this study aims to review the journey of queer literature in Turkish translation from the early Republican era until today, with a focus on the period between 1928 and 2020. This study comprises three parts. In the first part, the existence conditions of queer literature are briefly discussed with respect to how it is received in the Global South and Global North, while the second part focuses on the debates regarding the incidentally marginalized positioning of translated queer texts in a literary system. The third part, on the other hand, tries to provide sound answers to the question of how the works of queer literature are contextualized in Türkiye with reflections on different decades, starting from the Republican period. In conclusion, it is inferred that the representation of queerness and the translation and publication of queer-themed works of literature in the Turkish literary scene have been profoundly affected by the societal changes and the dynamics of the publishing industry since the Republican period in Türkiye.

  RDL Kalıcı Kaydıİncele