Korkmaz, Burak Can; Ari, Ahmet Emin

Bu çalışma Türkiye'de sosyal ve beşeri bilimler alanında yayımlanan üniversite dergilerinin 16 farklı değişken açısından incelenmesini amaçlamaktadır. Bu anlamda DergiPark platformunda aktif olarak yayın hayatını sürdüren üniversite dergileri arasından sosyal ve beşeri bilimler alanında yayımlananlar tespit edilerek 16 farklı değişken açısından içerik analizi yöntemi ile değerlendirilmeleri sağlanmıştır. Araştırma grubunu 10.06.2024 ve 22.06.2024 tarihleri arasında DergiPark platformunda aktif olarak sosyal ve beşeri bilimler alanında yayın hayatını sürdüren 157 üniversiteye ait dergi oluşturmaktadır. Üniversite dergilerinin %61'inin sosyal ve beşeri bilimler alanında yayın hayatını sürdürdüğü göze çarpmaktadır. 667 üniversite dergisinin 399'u (%60) TR Dizin indeksinde yer almamaktadır. Sosyal ve beşeri bilimler alanında yayımlanan üniversite dergilerinin çoğunluğunun makale kabul oranı %60’ın üzerinde olup, bu durum gönderilen her beş makaleden yaklaşık üçünün kabul edildiğini göstermektedir. Türkiye'de akademik yayıncılıkta gözlenen niceliksel artışın niteliksel anlamda iyileştirilmesine yönelik acil bir şekilde önlemlerin hayata geçirilmesine ihtiyaç vardır.

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.

Daşkın, Nilüfer Can; Uyar, Gülşah

This study explored collaborative data-led reflective dialogues of transnational PSTs by using Multimodal Conversation Analysis. The study draws on the screen recordings of a Virtual Exchange (VE) project (n=72), which involves collaborative online task design, implementation of tasks by L2 students, and reflection on students’ performance and their experience of the VE project. The close examination of the data showed that through collaborative reflective dialogues, PSTs (i) raised awareness of their practice and generated knowledge; (ii) made a connection between theory and practice; (iii) became more aware of their epistemic stance; (iv) identified and described a problem and found solutions to these problems (Farrell, 2015). Therefore, micro-moments of learning and understanding were created in-an- through reflection and it was revealed explicitly through reference to lack of knowledge in the past. This study has implications for teacher education programs, which should encourage reflective dialogues of transnational PSTs to create opportunities for teacher learning.

Uyar, Gülşah

The outbreak of COVID-19 has changed education practices through moving face- to-face education to complete internet-based education. Therefore, the integration of technology which already gained acceleration before the pandemic has become the only solution to be able to carry out educational practices. The issue of making students communicate with each other on online platforms to get the best from educational practice and peer learning especially came into prominence following the outbreak of the COVID-19. This era also brought/raised the importance of the examination of technology integration in various practices in education including the peer-peer interaction in video-mediated task-based communication. To shed a light on an aspect of technology integration, the current study makes use of the data that comes from video recordings of online peer-peer interaction on individual virtual city tours of a group for three weeks during COVID-19 pandemic. The video-recordings of student-student interaction in groups are analyzed by using the micro lenses of multimodal conversation analysis (CA). The study contributes to the field with an in-depth examination of peer-peer interaction out of the classroom. The examination of the data shows that participants do lexicon teaching, initiate and do lexicon learning via negotiation of meaning during their videoconferences on their virtual city tours. Thus, it is obvious that peer-peer computer-mediated interaction provides learning opportunities and enables learning which suggests that tasks which require peer-peer interaction out of classroom can be integrated into course design.