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38 →- ArticleAçık Erişim2026AI 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.
- ArticleAçık Erişim2025Training ELT Teachers on the Use of Language Learning Strategies for Young Learners: A Suggested In-Service Teacher Training Program
Koç, Hatice Kübra; Peker, Bena Gãl
The aim of this study was to explore the impact of in-service training provided to English Language Teaching instructors at elementary public schools on their use of Language Learning Strategies for 6th-grade students. To achieve this, a specialized in-service teacher training program focusing on LLS for young learners was designed and delivered to eight ELT teachers from three different secondary public schools in Turkey. Additionally, eight 6th-grade classrooms from these schools were selected using a convenience sampling technique. The overall study spanned five weeks, with the training program conducted during the initial three weeks. A mixed-method research design was employed, consisting of a pre/ post-test experimental framework without a control group. Quantitative data were collected solely from 6th-grade students using the Performance-based Inventory for Children’s Language Learning Strategies, an instrument specifically designed by the researcher. On the qualitative side, data were supported by semi-structured interviews, classroom observations, and teacher journals. The results indicate that the in-service teacher training program had a significant effect on the teachers’ awareness of LLS. Moreover, all participating teachers demonstrated a thorough understanding of the significance of LLS and acquired the ability to independently create LLS-based activities for their students.
- ArticleAçık Erişim2025The Views/Suggestions of In-service ELT Teachers on Children’s English Language Learning Experiences in Preschools
Koç, Hatice Kübra
As an increasingly researched field, the teaching of English to very young learners has been widely discussed globally for many years. In Turkey, numerous studies have focused on material design, teaching instruments, effective teaching methods, and classroom management within the context of English language teaching in preschool education. However, a gap exists in the literature regarding the outcomes of this process—specifically, the effects of early childhood English language teaching on primary school students. Since the role of the teacher is a key component of effective English language instruction, this study explores the perspectives of primary school English as a Foreign Language (EFL) teachers regarding English instruction in preschool education. In this qualitative study, 36 EFL teachers participated in semi-structured interviews, and the data was analyzed using content analysis. The findings reveal that in-service primary school EFL teachers generally acknowledge the critical importance of English language instruction at an early age. However, they also identified challenges stemming from unsystematic and insufficient English language teaching practices in preschool education in Turkey. Additionally, they suggested that English language teaching should be made compulsory in preschool education.
- Book ChapterYalnız künye2025COLLABORATIVE PARTNERSHIPS: Epistemic Fluency, Transcultural Competence and the Sustainability of Identity
Carr, Anne; Chumbi, Gabriela B. Bonilla; Abad, Matias; Tineo, Patricia; Constanzo, Pilar; Bulyna, Antonina; Shlotter, Jorge R. Lemos; Alchazidu, Athena; Chudova, Katerina; Booth, William A.
Whilst the ‘hard skills’ of digital technology have simplified the communication process and expanded potential interactive communication opportunities, live interaction on academic teaching and learning tools such as Zoom, creates the possibility of manifesting the authenticity of participatory ‘soft skills’. Transcultural participation requires epistemic fluency and resourcefulness involving a set of capabilities, or ‘soft skills’ for students to develop a critical appreciation of situations with peers, recognizing actions that are systematically desirable and culturally feasible. Since 2021 we have been investigating strategies to support the development of epistemic skills through an innovative transcultural collaboration among professors and students in eight universities across continents and cultures.
- ArticleYalnız künye2025Mobile-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.
- Book ChapterYalnız künye2025Redefining 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.
- ArticleAçık Erişim2025Shifting 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.
- ArticleAçık Erişim2023The Effect of Technology-Supported Language Learning on Communication Competencies
Tulgar, Ayşegül Takkaç; Merzifonluoğlu, Ayşe
This study aimed to explore how technology-supported language learning affected the communication competencies of tertiary-level students. 48 prep-class students at the ELT department at a state university in Turkiye participated in the study. A mixed-method sequential explanatory design was employed to collect data that lasted 12 weeks. The quantitative data were obtained through a pre-questionnaire, a pretest and a posttest, and semi-structured interviews were used to collect qualitative data. The quantitative analysis showed that despite the improvement in the students’ performance, a statistically significant difference was not found between the scores of the experimental and control groups concerning their communication proficiency levels. However, the conventional content analysis indicated that technology-supported language learning provided the participants with a rich content, enhanced interaction, collaboration, individualization, an enjoyable learning setting, an opportunity to see progress and flexibility in terms of time and space. Based on the findings of this study, it is recommended to integrate technology into the language learning process for the improvement of communication skills.
- Book ChapterYalnız künye2022Understanding the Inner Motivational Resources of Language Learners’ Out-of-Class Technology Use for Language Learning
Dincer, Ali; Işık, Tuba
- ReviewAçık Erişim2021Mobile Lenses on Learning: Languages and Literacies on the Move
Gonulal, Talip
Tam Kayıt
| Alan | Değer | Dil |
|---|---|---|
| dc.date.accessioned | 2026-10-21T10:21:58.031837315Z | |
| dc.date.available | 2026-10-21T10:21:58.031837315Z | |
| dc.identifier.uri | https://rdlopen.rawdatalibrary.net/r/ebyu/28127 | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.title | Yabancı Diller Eğitimi Bölümü | tr |
| dspace.entity.type | OrgUnit | |
| organization.identifier.code | egitim-yabanci-diller-egitimi | |
| organization.unitType | department | |
| rdl.unit.alias | \byabanci diller egitimi bolumu\b |