Sürdürülebilir Kalkınma Amaçları

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• Mütercim ve Tercümanlık Anabilim Dalı

Araştırmacılar(7)

• Akdogan Ozturk, Sevinc
• Altunsoy, Azize
• Karahan İlter, Ogün
• Kayalar, Filiz
• Ozbay, Emrah
• Özturan, Tuba
• Yamanoğlu, Güneş

• ArticleAçık Erişim2026/r/ebyu/19250
  Sürgünün izinde terkedilen oyuncaklar

  Akdogan Ozturk, Sevinc

  Bu çalışma, Maryam Madjidi’nin Marx ve Oyuncak Bebek adlı eserindeki oyuncakların hangi işlevlerle kullanıldığını incelemeyi amaçlamaktadır. Göçmen edebiyatı bağlamında değerlendirilen eserde, oyuncak bebek sembolü aracılığıyla başkahraman Maryam’ın yaşadığı içsel çatışmalar, aidiyet duygusu ve kimlik mücadelesi derinlemesine ele alınmıştır. İran’daki siyasi baskılar sonucu göç etmek zorunda kalan Maryam, bu süreçte hem çocukluğunu hem de köklerini ardında bırakarak kendisine yeni bir yaşam kurmaya çalışmıştır. Araştırmanın amacı doğrultusunda, eserdeki oyuncak sembollerinin işlevlerini belirlemek için nitel araştırma yöntemlerinden içerik analizi kullanılmıştır. Bu analizde, oyuncak sembolü iki ana tema altında değerlendirilmiştir: “Geçmiş ve aidiyetin sembolü” ile “dil ve kültürün sembolü.” Bu temalar çerçevesinde, Maryam’ın oyuncaklarıyla kurduğu bağın onun içsel dünyasında ne tür anlamlar taşıdığı ve bu sembollerin kimlik arayışını nasıl etkilediği analiz edilmiştir. Sonuçlar, Maryam’ın oyuncaklarıyla kurduğu bağın, onun çocukluk masumiyeti ve İran’daki geçmişine duyduğu aidiyeti simgelediğini ortaya koymaktadır. Oyuncak bebekler, bir yandan Maryam’ın çocukluk anıları ve kimliği ile bağlantısını temsil ederken, diğer yandan göçün getirdiği zorluklar karşısında ayakta kalma ve yeni bir kimlik inşa etme çabasını simgelemektedir. Ayrıca, Maryam’ın ana dilini reddetmesi, geçmişin acı hatıralarından uzaklaşma ve yeni bir kimliğe yönelme arzusunu yansıtmaktadır. Çalışma, Maryam’ın deneyimlerinden yola çıkarak göçmen bireylerin kimlik ve aidiyet arayışlarının çok katmanlı yapısını anlamaya katkı sağlamaktadır.

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• ArticleAçık Erişim2026/r/ebyu/19201
  An Examination of Bharati Mukherjee's Voice in Turkish within a Postcolonial Context

  Yamanoğlu, Güneş

  Postcolonial literature provided a platform for authors who were seriously affected by colonialism to make themselves visible and to make their voices heard through the style as well as the content of their works. Bharati Mukherjee, one of the prominent female postcolonial authors, represents the diaspora in South Asia both through her works and her persona. Just like other post-colonial authors, Mukherjee addresses themes such as migration, identity, hybridity, and the negotiation of meaning in her works. Born in India and later migrating first to Canada and then to America, the author can be considered a ‘cultural translator’. The protagonist of her novel Jasmine, who is searching for her identity throughout the novel, is also a migrant female character living in a ‘third space.’ While the voice of Mukherjee is heard through this novel by English-speaking people, through its Turkish translation, her voice, as a postcolonial subject, can also be heard by Turkish- speaking people. Thus, the role of translation in this context is important. In line with these points, the aim of this article is threefold: 1) To consider the role of Bharati Mukherjee a ‘cultural translator,’ 2) To position the protagonist, along with the author, and the novel itself in a ‘third space,’ and 3) To demonstrate the contribution of the Turkish translation of the novel to creating a space where the author's voice is heard. To this end, the source and target texts are examined comparatively, with special emphasis on realia. As a result, both metaphorical and interlingual translation processes are expected to function as transformative acts that reconstruct identity across languages and cultures, thus enabling the postcolonial subject’s voice to be heard in different sociocultural contexts.

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• ArticleAçık Erişim2026/r/ebyu/19012
  Difficulties in Listening and Speaking in French Language Learning: The Strategies Adopted by Aviation Department Students

  Akdogan Ozturk, Sevinc

  This study handles how aviation students learn French as a second foreign language, focusing on difficulties in listening and speaking skills, and the factors behind them. Semi-structured interviews were conducted with 15 Aviation Managements students, selected through purposive sampling, using a qualitative case study design. Each interview lasted for 40-50 minutes, and the data were analyzed descriptively. Findings revealed that students’ motivation was primarily based on external factors, such as compulsory courses and career goals, but internal factors like cultural interest, were constantly developed. Anxiety in speaking, fear of making mistakes, pronunciation difficulties, and a mismatched reduced communication desire. In listening skills, speech speed and spelling-pronunciation differences stood out. The participants implemented various strategies, such as repetition and imitation, subtitled media, self-recording, peer practice, and digital applications. French was considered more concerning than English due to later and limited exposure and phonetic complexity. This study suggests pronunciation workshops, authentic materials, fault-tolerant and technology-enhanced classrooms.

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• 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.

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• 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.

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• ArticleAçık 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.

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• ArticleAçık Erişim2024/r/ebyu/19596
  Marginalized Visibility: Exploring Magical Realism and Social Injustice in If You Could See the Sun

  Ozbay, Emrah

  This study examines the theme of invisibility in Ann Liang’s novel If You Could See the Sun, focusing on protagonist Alice’s struggle against marginalization. Set in the elite environment of Airington, a prestigious school in Beijing, Alice contends with significant socioeconomic disparities between herself and her affluent classmates. The novel employs the device of magical realism, particularly through Alice’s unique ability to become invisible, to explore themes of invisibility and marginalization. This seemingly fantastical power serves as a metaphor for Alice’s feelings of being unseen and undervalued in a world dominated by privilege. By analysing Alice’s initial use of her invisibility for financial gain and her subsequent journey towards self-acceptance and empowerment, this study aims to enlighten the complex relationship between her marginalized status and her transformation. If You Could See the Sun not only depicts the personal growth of a young girl but also offers a commentary on the social and psychological impacts of marginalization, enriched by the novel’s adept use of magical realism.

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• ArticleAçık Erişim2023/r/ebyu/20026
  Acquisition Précoce D’une Langue Seconde Dans Une Situation De Migration

  Akdogan Ozturk, Sevinc

  La présente recherche a pour objectif d'examiner le développement langagier au niveau de la langue seconde d’un enfant turc qui s’est rendu en France dans une situation de migration et l’adaptation de celui-ci à son nouvel environnement. Pour cette étude nous avons observé durant quatre mois un enfant âgé de 5 ans. Nous avons analysé les données à partir des observations du chercheur dans la vie quotidienne et celles de l’institutrice dans le milieu scolaire. Les résultats indiquent qu’en très peu de temps il est possible de permettre à un enfant de s’adapter facilement à un nouveau pays et à une nouvelle langue grâce aux soutiens des gens de son environnement. A la fin de l’étude nous constatons que même si les capacités langagières en français de l’enfant ne sont pas parfaites, elles sont assez suffisantes pour qu’il puisse se débrouiller dans toutes sortes de situation au quotidien. On peut noter que les facteurs favorisant le développement de la langue seconde sont l’école, la télévision, les dessins animés, la volonté de communiquer et la collocation avec une personne qui ne parle pas la langue maternelle de l’enfant. C’est-à-dire qu’il faut être plongé dans la langue pour pouvoir la développer.

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• ArticleAçık Erişim2023/r/ebyu/19982
  The Pied Piper as a Killer in London: China Miéville’s Novel King Rat

  Ozbay, Emrah

  This study examines how the story of The Pied Piper of Hamelin is re-told in China Miéville’s novel King Rat in London by combining elements of urban fantasy and arguing that the boundaries between the real and the fantasy world are blurred in the city of London. China Miéville is regarded as one of the most remarkable contemporary British Fantasy literature writers. In King Rat, blending the familiar cityscape with elements of myth, magic and horror creates a rich environment where ordinary lives intersect with extraordinary forces. By analysing the thematic and stylistic features of the novel, this study will reveal how King Rat exemplifies the basic elements of urban fantasy, focusing on the setting, characters, and fantastic elements and how it makes an important contribution to the genre. This analysis will provide readers with a detailed panorama of the interplay between urban settings, fantastic elements, and dark themes in contemporary literature.

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• Book ChapterYalnız künye2023/r/ebyu/13341
  Dynamic assessment as a learning-oriented assessment approach

  Özturan, Tuba; Gürdal, Hacer Hande Uysal

  This chapter presents the theoretical background of dynamic assessment ( DA ) and its praxis with pedagogical suggestions for foreign language writing instructional settings. Resting on Vygotsky's sociocultural theory (1978), DA asserts that there is a need for blending instruction with assessment because of the social interaction's salience on cognition modification. Thus, DA adopts learning-and-learner-based feedback approaches and a present-to-future model of assessment, which rests on reciprocal teacher-learner interaction. Grounding in the need for enlightening DA in an EFL setting, this chapter presents reciprocal interactions between a teacher and four students. The interaction analyses unveil that the teacher has adopted a variety of mediational moves to finely instruct the students and diagnose their microgenesis, and students have displayed various reciprocity acts towards the mediational moves provided to them, which unpacks each student's zone of proximal development. Based on these findings, the chapter ends with suggestions for EFL writing teachers.

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