Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2026Üretken Yapay Zekâ ile Yazmanın Dönüşümü: EFL Öğrencilerinin Yazma Sürecinde Otomatik Geri Bildirimin Etkisi
Çelık, Embıya; Dolgunsöz, Emrah; Saka Şimşek, Eda
Bu çalışma, üretken yapay zekâ (ÜYZ) destekli bir otomatik metin değerlendirme (OMD) sisteminin EFL öğrencilerinin yazma deneyimlerine etkisini incelemektedir. Moodle’a entegre edilen ChatGPT tabanlı sistem, öğrencilere yazma görevlerinde puanlama ve geri bildirim sağlamıştır. Nitel durum çalışması kapsamında öğrenciler ve bir yazma eğitmeniyle yarı yapılandırılmış görüşmeler yapılmış, veriler tematik analizle değerlendirilmiştir. Bulgular, sistemin öğrencilerin gramer, noktalama ve cümle yapısı gibi teknik yazma becerilerini kullanım düzeylerine bağlı olarak geliştirdiğini göstermiştir. Ancak geri bildirimlerin çoğu yüzeysel olup yeterli açıklama içermemiştir. Öğretmen geri bildirimlerinin daha ayrıntılı, bağlama uygun ve anlaşılır olduğu görülmüştür. Bazı bağlamsal ve pedagojik uyumsuzluklar sistemin EFL bağlamındaki etkililiğini sınırlamıştır. Buna rağmen sistem, taslak oluşturma, bireysel çalışma ve ders dışı öğrenme için tamamlayıcı bir araç olarak yararlı bulunmuştur. Sonuç olarak, ÜYZ tabanlı sistemlerin pedagojik uygunluğu artırmak için öğretmen katkısıyla tasarlanması önerilmektedir.
- MakaleYalnız künye2023A Cross-Cultural Analysis of a Turkish EFL Textbook: Hu and McKay's Analytic Framework
Dolgunsöz, Emrah; Azimzadeh, Monireh
Due to rapid globalization, culture is an essential element of foreign language pedagogy. Cross-cultural communication and foreign language learning have become increasingly important since it provides the common basis for intercultural contact. Textbooks are crucial pedagogical resources in the EFL context since they are the primary sources of building intercultural understanding. The main purpose of this study was to explore how a local Turkish EFL textbook presented interlingual and intercultural diversity in Turkish EFL classrooms. Hu and McKay's (2014) analytic framework was adopted to investigate the linguistic and cultural contents of the textbook. The findings revealed that the textbook needed more group work activities, which does not promote communication enough. In addition, the cultural content was dominated by the native culture (Turkish). In the textbook, mainstream contexts (i.e., family, school, holidays) along with local Turkish cultural elements formed the majority of the settings. In addition, places, names, and events were mainly from Turkiye, while these elements from other cultures, including Anglo-American, were limited. Finally, cross-cultural conversations were included; however, the topics chosen were about Turkiye and popular culture. These findings were discussed regarding cross-cultural communication, EIL and practical ELT pedagogy.
AtıfOpenAlex1TR Dizin1
İncele - Kitap BölümüYalnız künye2023Can Bilingual Books Promote Self-Paced Foreign Language Learning: A Qualitative Study
Dolgunsöz, Emrah; Kimsesiz, F; Atac, BA
Books that include multiple languages have been published in various languages since the 1980s in the United States, mainly for the Latino population to promote language learning and literacy (Ernst-Slavit and Mulhern, 2023) and recently have started to become popular. Bilingual texts may benefit language learners since embedded translations may help increase grammatical awareness, provide L1 preview, support L1 positive transfer and even promote L1 identity. Considering some advantages of bilingual books, this qualitative study examined if bilingual texts can be a good and cheap option for self-paced language study. 6 EFL learners without Spanish knowledge were asked to study 2 bilingual books (Spanish-Turkish) for 10 weeks. Their progress was tracked through their personal reflections periodically. A semi-structured interview was employed at the end of a 10-week period to scrutinize their recommendations and opinions. The results showed some pros of these texts, such as cost, ease of use and direct translation of sentences. These materials, however, were not without cons. The participants emphasized a lack of quality and visuals, inefficiency when not complemented with a language course, complexity of grammar and verb inflections despite translations and lack of motivation due to daily routines. The participants also reported that adopting an intense study strategy, such as writing and taking notes on grammar and vocabulary, may be very time-consuming and tedious. In conclusion, bilingual books for self-paced study were found to have a number of challenging issues and it was best to use them as supplementary material to any language course.
- Kitap BölümüYalnız künye2022Foreign Language Apprehension and Interview Success
Dolgunsöz, Emrah
A job interview (or employment interview) is a common hiring method involving a conversation between a job applicant (interviewee) and a representative of an employer (interviewer) which is conducted to assess and evaluate the suitability of the applicant for the job (Dipboye, Macan and Shahani-Denning 2012). Depending on the company profile, the type of position and the job requirements, applicants are assessed and evaluated by companies in various dimensions ranging from presentability to academic efficiency. Although the criteria of companies vary a lot, all interviews engender a phenomenon called interview anxiety. It is generally the sum of annoying and unpleasant feelings before or during a job interview (McCarthy and Goffin 2004) due to reasons such as lack of control during interviews (Jones and Pinkney 1989) or being evaluated by a stranger in an interactional environment (Ayres et al. 1998). Common symptoms of interview anxiety manifest in long and frequent pauses while talking, slow speech or licking lips (Feiler and Powell 2016). Besides the regular procedures of employment interviews, global companies operating in non-English-speaking countries also assess the English language competency of the applicants during interviews. These companies value proficiency in English and it is a vital prerequisite of international communication for these types of companies. Foreign language (mostly English) assessment commonly focuses on the oral skills of the applicants and how good they are at communicating in the English language. The inclusion of this evaluation in job interviews certainly has merit; however, it also has the potential to increase the anxiety experienced during interviews due to the phenomenon called foreign language anxiety (FLA). Anxiety, in general, is defined as a common subjective feeling of unease, discomfort, and worry often accompanied by some physiological symptoms. FLA refers to the specific type of anxiety that emerges in a foreign language context (MacIntyre 1999). FLA causes low foreign language performance causing anxious individuals to commit various linguistic and phonological errors. Considering that employment interviews are already anxiety-provoking processes, this study hypothesizes that the inclusion of foreign language assessment during interviews elevates anxiety due to FLA, and aims to examine how this experience affects employment interview success.
- MakaleAçık Erişim2021Covid-19 uzaktan eğitim sürecinde çevrimiçi İngilizce dersleri sırasında aile özelliklerinin iletişim kaygısı üzerindeki etkisi
Dolgunsöz, Emrah
COVID-19 salgını, birçok ülkede halk sağlığını korumak için yüz yüze eğitimin iptal edildiği eğitim sistemlerinde ciddi bir dönüşüme sebep olmuştur. Bu dönüşümle birlikte öğrencilerin evleri birer sınıf haline geldi ve aileler kendilerini daha önce hiç olmadığı kadar örgün eğitimin ortasında buldular. Bu çalışma, çevrimiçi yabancı dil dersleri sırasında aile birey sayısının Yabancı Dil Olarak İngilizce (EFL) iletişim endişesi (CA) üzerindeki etkisini incelemeyi amaçlamaktadır. Nicel kısma 223 öğrenci katılırken, nitel prosedürler için 37 öğrenci ile yarı yapılandırılmış görüşmeler yapılmıştır. İlk nicel bulgular, çevrimiçi İngilizce derslerinde düşük ila orta düzeyde sözlü katılım oranı olduğunu göstermiştir. Diğer nicel bulgular ise, bir ailedeki üye sayısının çevrimiçi İngilizce derslerindeki iletişim endişesine etki ettiğini ortaya koymuştur. Araştırmanın ikinci bölümünde ise, elde edilen nitel bulgular çevrimiçi İngilizce dersler esnasında öğrencilerin en çok ailenin en küçük bireyleri tarafından rahatsız edildiklerini ortaya çıkarmıştır. Aile hayatıyla ilgili diğer rahatsızlıklar ise dışarıdan gelen gürültüler (konuklar, sokak gürültüsü vb.) ve ev içi sorumluluklardır (yemek pişirme, temizlik, iş vb.). Ebeveynlerin ve yaşça büyük üyelerin çevrimiçi İngilizce derslerde iletişim endişesine pek fazla etkisi olmadığı göülmüştür. Sonuçlar, pedagojik çıkarımlarla birlikte uzaktan eğitim, aile ve iletişim endişesi açısından tartışılmıştır.
AtıfOpenAlex3TR Dizin1İncele - MakaleAçık Erişim2019Scopus SJRQ4The effect of taboo content on incidental vocabulary acquisition in a foreign language: A facial expression analysis study
Dolgunsöz, Emrah
This study aims to examine how taboo content affects language learner psychology and language learning gains in a multi-modal learning environment by using facial expression analysis. 40 Muslim language learners were initially asked about their opinions on pork and watched a subtitled cooking video including pork visuals and their facial expressions were recorded. Before watching the video, only 20 of them were told it was lamb. The video was followed by a stimulated recall procedure, a cloze test and an output test. The results of the facial data analysis showed that Muslim learners were disgusted by the taboo content, which was in line with their opinions on pork taboo. However, this negative emotion did not significantly affect their test performance. Computer assisted facial expression analysis was also introduced as a biometric research technique for second language research.
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İncele - MakaleYalnız künye2018Sanal gerçeklik teknolojisinin yabancı dil olarak İngilizce öğretiminde yazma becerisine etkisi
Dolgunsöz, Emrah; Yıldırım, Gürkan; Yildirim, Serkan
Günümüzde teknoloji alanında yaşanan gelişmeler göz önüne alındığında eğitim ortamlarında çok sık olarak farklı teknolojiler kullanılmakta ve öğretimsel etkileri incelenmektedir. Sanal gerçeklik uygulamaları da bu teknolojilerin en son örneklerinden biri olarak karşımıza çıkmaktadır. Sanal Gerçeklik kişinin sanal ortamla birebir ilişki içinde bulunduğu ve etkileşime geçebildiği modern bir teknolojidir. Çok aşamalı açımlayıcı karma desene sahip bu çalışmada İngilizceyi yabancı dil olarak öğrenen 24 öğrenci hem sanal gerçeklik hem geleneksel 2 boyutlu video izlemiş ve yazma performanslarına bakılmıştır. Ayrıca tüm öğrencilerle yarı yapılandırılmış röportaj yapılmıştır. Çalışma sonucunda; VR teknolojisinin kullanıcılar tarafından kullanılmasa bile medya, arkadaş ve sosyal ağlar gibi ortamlarla bu teknolojiden haberdar oldukları görülmüştür. Nicel sonuçlar öğrencilerin geleneksel video da daha başarılı olduğunu göstermiş olsa da, sanal gerçeklik tecrübesi uzun süreli hafızaya daha olumlu etki etmiştir. Sanal gerçeklik uygulamalarının sunmuş oldukları gerçeklik ve ortamda bulunma hislerinden dolayı kullanıcıları tarafından çok fazla beğendikleri görülmüştür. Ancak sunulan içeriğin görüntü kalitesi gibi teknik özellikleri beğeni durumunu olumsuz yönde etkileyebilmektedir.
AtıfTR Dizin3İncele - MakaleYalnız künye2018Word familiarity effects in efl reading: an eye tracking study
Dolgunsöz, Emrah
Do you know what happens in mind when we encounter a novel word while reading anewspaper, a paragraph or a short story? Via eye tracking technique, this study aimed togather clues about how our mind reacts to an unknown word while we read in anotherlanguage by examining word familiarity effects on eye movements during EFL reading. Aftera vocabulary test, eye movements of 60 EFL learners at intermediate level were recordedwhile they read identical sentence pairs including words with different length and frequency.The results showed that (1) total time spent on words and reanalysis times were predicted byvocabulary knowledge, (2) initial word processing was not predicted by vocabulary size (3)unfamiliar words attended more attention and required more cognitive effort than familiarwords, (4) familiar words are processed in similar time spans for English as L1 and L2 butunfamiliar words cause more cognitive load in EFL. The results were discussed incomparison to L1 eye movement research in reading and were evaluated regarding EFLreading in terms of noticing hypothesis, incidental vocabulary acquisition and EFL readinginstruction.
- MakaleYalnız künye2018Teaching efl vocabulary to young digital nativesthrough online games: a study with turkish 5TH grade efl learners
Dolgunsöz, Emrah; Bilici, Özlem Utku
The current study aimed to examine the effect of online vocabulary gameson teaching new words to young learners ofEFL. For this aim, 46 Turkish 5thgrade EFL students in a state school were assigned into control and experimental groups. Both groups studied 22 words in 6 instructional sessions conducted in 6 subsequent weeks in the second semester of 2016-2017academicyear. Throughout this period, the data were collected via recognition-production tests and semi-structured interviews. The results of the recognition and production tests showed that experimental group outperformed the control group in terms of vocabulary gains. The results of the semi-structured interviews also supported the quantitativeresultsindicatingthatonlinevocabularygamesincreased students’ motivation. Additionally, it was observedthat young learners were amused by digital games and were willing to learn more via them.
- MakaleYalnız künye2016Using Eye-Tracking to Measure Lexical Inferences and its Effects on Reading Rate during EFL Reading
Dolgunsöz, Emrah
Bilinmeyen kelimelerinin anlamlarının içeriksel ipuçları kullanılarak çıkarsanması Yabancı Dil Olarak İngilizce öğrenenler arasında oldukça yaygın bir stratejidir. Bu çalışma göz takibi tekniğini kullarak, (a) okuma sürecindeki aşinalık etkilerinin çıkarsamaya etkilerini; (b) farklı kelime ve seviyelerdeki İngilizce öğrenenlerin çıkarsama başarılarını ve (c) bu çıkarsamaların okuma hızı üzerindeki etkisini ölçmeyi amaçlamaktadır. 72 katılımcıdan elde edilen göz hareketi verilerine göre doğru çıkarsama ve öğrenim kazanımları doğrudan kelime blgisi ve seviye ile ilişkilidir. Dahası, doğru çıkarsama ve öğrenme kazanımları anlamlı iken, bu stratejinin uygulanması okuma hızında azalmaya sebep olmaktadır. İkinci geçiş zamanı ve I-WPM değerleri de önceki çalışmalar ile tutarlı bulunmuştur.
- MakaleYalnız künye2016Yabancı Dil olarak İngilizce Okuma Sürecinde ADOÇ ve Göz Hareketleri Özellikleri: Orta Seviye Okuyucular
Dolgunsöz, Emrah; Saricoban, Arif
This study primarily aims to (1) examine the relationship between foreign language reading proficiency and eye movements during reading, and (2) to describe eye movement differences between two CEFR proficiency groups (B1 and B2) by using eye tracking technique. 57 learners of EFL were tested under two experimental conditions: Natural L2 reading and isolated sentence stimulus. The results revealed that total fixation duration and first pass time were predicted significantly by L2 reading proficiency in both experiments while second pass time and single fixation duration were found to be stimulus sensitive. Furthermore, B2 learners were observed to have less total fixation, first pass and second pass time and rate in both experiments when compared to B1 learners. The findings confirmed that characteristics of eye movements change as L2 reading skill develops. The use of eye tracking technique in future language classrooms to observe L2 learner reading development was also discussed.
- MakaleAçık Erişim2015Scopus SJRQ3Measuring attention in second language reading using Eye-tracking: The case of the noticing hypothesis
Dolgunsöz, Emrah
Taking Schmidt's (1990) noticing hypothesis as point of departure this study aims to measure attention and learning gains during second language (L2) reading by making use of eye-tracking methodology. Relying on Robinson's hierarchical memory model (1995, 2003), it is hypothesized that vocabulary learning and attention are closely associated. After a vocabulary pre-test, seventy-five learners of English read a standard text individually while their eye movements were being recorded followed by an immediate post-test. The results revealed that learners spent more time on unknown words than they did on familiar ones. Attention and learning gains also positively correlated; fixation values on an unknown word increased its further recognition probability in post-test. Finally, the findings revealed a cut-offpoint of approximately 450ms as an activation threshold for noticing. Eye-tracking as a technique to measure attention in second language acquisition (SLA) was also discussed.
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