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- MakaleAçık Erişim2026Scopus SJRQ3The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students
Kaplan, Kadir; Özen, Nesime Ertan; Özcan, Halil Ziya
This study examines the impact of the artificial intelligence tool ChatGPT on middle school students' attitudes and reading habits during a brief intervention. Twenty-six students from a middle school in Türkiye—13 in the experimental group and 13 in the control group—took part in an eight-session, four-week quasi-experimental study. Both quantitative and qualitative data were collected using a sequential explanatory mixed-methods approach. Data was gathered and analyzed using the Attitudes and Habits towards Reading Scale, the Digital Literacy Scale, and focus group interviews. Preliminary results indicate that students in the experimental group had better reading habits and attitudes than those in the control group. After the ChatGPT intervention was implemented, the experimental group's students showed a significant improvement in their positive attitudes toward reading. However, the experimental group also showed an unexpected increase in negative reading attitudes, warranting further investigation. Three primary themes, covering both the advantages and disadvantages of the application, were identified from the student interview data. These results highlight how artificial intelligence (AI) technologies present a potentially novel way to boost reading motivation in educational settings. However, to use these technologies effectively, educators and students must acquire more knowledge and skills. Longer-term studies with larger sample sizes are also required to validate these initial findings.
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İncele - MakaleAçık Erişim2026Scopus SJRQ2Modulation of stress and neuroplasticity biomarkers via rhythmic vocalization: a controlled study on NDNF, cortisol, and monoamines
Okur, Süheyb; Bayraktar, Bülent
Background: The aim of this study is to investigate the effect of reciting the Quran (from Mushaf) on serotonin, dopamine, NDNF, and cortisol levels in relation to mental well-being. Methods: This study was conducted on a sample of university students who know how to read the Quran in Türkiye, selected by a non-probability method, with a pre-test-post-test control group and a longitudinal design; the assignment to the groups was also done randomly. The research was carried out with 72 university students (36 female, 36 male), aged 19–30, who know how to read the Quran and do not have any health problems. Two groups were formed: a 36-person experimental group and a 36-person passive resting control group. The Mental Well-Being Scale and a personal information form were used to evaluate the participants’ well-being status. Salivary serotonin, dopamine, NDNF, and cortisol levels were examined using the ELISA technique in samples taken before and after the experimental group recited verses 195–200 of Surah Al-i Imran aloud. Number, percentage, mean, Pearson correlation, and ANOVA tests were used to evaluate the data. Statistical significance was accepted as p <.05 for all analyses. Results: A significant group-time interaction was found (p <.05). Compared to the passive resting control group, the experimental group showed statistically significant increases in salivary serotonin, dopamine, and NDNF levels, and a significant decrease in cortisol levels. However, a critical dissociation was observed: despite this neuroprotective biomarker profile, the control group reported statistically significantly higher post-intervention mental well-being scores than the experimental group (p <.05). This suggests that the acute cognitive load and performance anxiety associated with the recitation task may temporarily mask physiological benefits in self-reports. Conclusions: A brief (5-minute) ‘Tartil’ recitation of the Quran demonstrates immediate, positive neurobiological effects by reducing stress hormones (cortisol) and increasing reward- and neuroplasticity-related biomarkers (dopamine, serotonin, NDNF). However, this did not immediately translate to higher self-reported well-being, suggesting the relationship between the neurobiology of recitation and its perceived psychological effects is complex and potentially confounded by factors such as performance anxiety or cognitive load in an experimental setting. Clinical trial number: Not applicable.
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İncele - Yüksek Lisans TeziAçık Erişim2024Yabancı dil olarak Türkçe öğretimi ders kitaplarındaki metinlerin tür odaklı okunabilirliğinin incelenmesi
Abdulvahap Avşar
Bu araştırmada Türkçenin yabancı dil olarak öğretiminde kullanılan ders kitaplarındaki metinlerin genel dağılımı, yazar tercihi, metin türü dağılımı ve tür odaklı okunabilirliğinin belirlenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Türkçenin yabancı dil olarak öğretimi amacıyla çeşitli düzeylere hitap eden 27 ders kitabı araştırmanın örneklemini oluşturmaktadır. Verilerin analizinde içerik analizine başvurulmuş, metinlerin tür odaklı okunabilirliğinin belirlenmesinde ise Ateşman (1997), Çetinkaya ve Uzun (2010) ve Bezirci ve Yılmaz (2010) tarafından geliştirilen formüllerle metinler analiz edilmiştir. Araştırma kapsamında incelenen 27 kitaptaki 977 metnin 799'u komisyonlar tarafından, 143'ü Türk yazarlar ve 17'si yabancı yazarlar tarafından kaleme alınmıştır. Ayrıca 10 metin süreli yayınlardan, 7 metin ise internet sitelerinden alınmış, 1 metin ise anonimdir. Metinlerin çoğunlukla kitap komisyonlarınca yazıldığı, düzeyi belirsiz olan kitapların yazar çeşitliliğinin daha fazla olduğu, A1, B1, B2, C1, C2, A1-A2, B1-B2- B2-C1 ve bütün düzeyleri kapsayan kitaplarda bilgilendirici metinlerin sayısının daha fazla, A2, C1-C2 ve düzeyi belirsiz kitaplarda ise hikâye edici metinlerin sayısının daha fazla olduğu sonucuna ulaşılmıştır. A1, A1-A2, B1-B2, C1-C2 düzeyinde türler arasındaki okunabilirlik değişmezken A2, B1, B2, C1, C2, B2-C1 ve Tüm düzeyleri kapsayan kitapta bilgilendirici metinler; düzeyi belirsiz kitaplarda ise hikâye edici metinler daha zordur. Kitap boyutunda bakıldığında ise set hâlinde olan kitaplarda Ateşman ve Bezirci-Yılmaz formüllerine göre Yeni Hitit seti; Bezirci Yılmaz formülüne göre ise Metropol Yabancılar İçin Türkçe setindeki bilgilendirici metinler düzeylere göre zorlaşmıştır.
- Yüksek Lisans TeziAçık Erişim2019Kehf sûresinin kırâatler yönünden incelenmesi
İbrahim Ünlü
Kehf sûresinin kırâatler yönünden incelenmesi adlı bu çalışma ile söz konusu sûrenin tamamı, hem mütevâtir ve meşhur kırâatler açısından hem de şâz kırâatler açısından ele alınmıştır. İçeriği yönüyle Yüce Allah'ın varlığı ve birliği, inkâr edenlerin tutumlarının karşısında Hz. Peygamber'e öğütler, Ashâb-ı Kehf, Hızır ve Zülkarneyn'in kıssaları, mümin ve inkâr edenlerin dünya ve ahiretteki durumları gibi konuları barındıran sûre, aynı zamanda manaya kısmen etkisi olan kırâat farklılıklarını da barındırmaktadır. Bu araştırma, bir giriş ve iki bölümden oluşmaktadır. Giriş bölümünde araştırmanın konusu, amacı ve metodu üzerinde durulmuştur. Birinci bölümde kırâat ilmine genel bir bakış başlığı altında kırâatin ıstılahları, konusu, gayesi, faydası, tarihçesi, çeşitleri ve kırâat ilminde tarîkler hakkında genel bilgiler verilmiştir. İkinci bölümde ise, araştırmanın temel hedefi olan Kehf sûresi kırâatler açısından ele alınarak önce sûrenin kapsamlı tanıtımı yapılmış, ardından sûrede manaya kısmen etkisi olan kırâatler ferşü'l-hurûf ve usûl yönünden sırasıyla ele alınmıştır. Daha sonra Hz. Osman mushafı ile Abdullah b. Mes'ûd Mushafı arasında Kehf sûresi ile ilgili farklılıklar ve bu bölümün en son konusu olarak sûrede geçen şâz kırâatler ele alınmıştır.
- MakaleAçık Erişim2018Scopus SJRQ3Effects of choral, repeated and assisted reading strategies on reading and reading comprehension skills of poor readers
Kodan, Hülya; Akyol, Hayati
The main objective of this study was to explain the effects of choral, repeated and assisted reading strategies on fluent reading and reading comprehension skills of poor readers. The research was conducted with the single-subject research method and the multiple-subject model. The study group was consisted of six students who experience reading difficulties. The study was carried out in 90 hours. In the preliminary test, fluent reading and reading comprehension levels and reading mistakes of the students were determined. In this test, fluent reading level was lower than%89 and reading comprehension level was lower % 70, which showed that the students were at the Anxiety Level in both levels. During the study, choral, repeated and assisted reading strategies together had contributed to developments of the students’ fluent reading and reading comprehension skills both in the informative and the narrative texts. The data obtained during the research were analyzed by the Wilcoxon Signed-Rank Test. When examining the pre- and post assessment results, it was found that there was a significant difference between the word recognition percentages, number of incorrect words, number of words per minute, and the reading comprehension percentages in the informative text. In addition, it was articulated that there was a significant difference between the word recognition percentages, number of incorrect words, and the reading comprehension percentages in the narrative text. However, it was not found a significant difference between the numbers of words per minute in the narrative text. The data obtained at the end of the study shows that choral, repeated and assisted reading strategies have positive effects on the fluent reading and reading comprehension skills of the poor readers.
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