Sürdürülebilir Kalkınma Amaçları

• 18
• 1

Araştırmacılar(1)

• Ustabulut, Mete Yusuf

• MakaleAçık Erişim2026/r/bayburt/14188
  Statistical and qualitative analysis of ChatGPT and human raters in preservice teachers' writing assessment

  Gülden, Bahadir; Bilge, Huzeyfe; Uysal, Pinar Kanik

  Teachers spend a significant amount of time providing feedback. This study compared expert and ChatGPT assessments and feedback on written texts to determine the suitability of AI for writing skill assessments that are time-consuming to assess and provide feedback. Three experts and ChatGPT graded 14 Turkish undergraduate students' assignments using rubric that included content, language use, vocabulary, organization, and mechanics, and justified their decisions. The study involved document review and triangulation, a qualitative design. In addition, an intraclass correlation coefficient was used to assess the consistency of the ChatGPT and the experts' scores. All feedback was qualitatively analyzed to identify the strengths and weaknesses of the experts and their similarities with ChatGPT. Experts and ChatGPT had moderate to weak consistency in the writing subscales, while good reliability was found in the total score. Experts excelled in 'explanatory feedback', 'interpretation' and 'experience', while ChatGPT excelled in 'automation and continuity' and 'data processing capacity'. Experts' weaknesses included 'limited time and energy' and 'comparison bias', while ChatGPT's weaknesses were 'ambiguous expressions' and 'repetition'. The study also found that experts and ChatGPT preferred to provide constructive and supportive feedback.

  • 
  AtıfWoS1·OpenAlex2

  İncele
• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12708
  Big five personality, anxiety sensitivity, and Turkish L2 speaking anxiety in international students: a mediation model

  Yayla, Ibrahim Erdoğan; Dombak, Kübra; Maden, Sedat; Arpaci, Ibrahim; Baloglu, Mustafa

  Introduction – Second language (L2) speaking anxiety is a significant affective variable that can limit the communication processes and academic experiences of foreign language learners. Although interest in the relationship between personality traits and speaking anxiety has increased in recent years, the psychological processes through which this relationship manifests have not been sufficiently investigated. Method – The mediating role of anxiety sensitivity in the relationship between the Five-Factor Model of personality traits and L2 speaking anxiety was examined. The research is a cross-sectional, quantitative study conducted with international university students learning Turkish as a second language (N = 286; 76.6% male). The data were analyzed using bootstrap-based mediation analyses. Result – We found significant negative correlations between conscientiousness, agreeableness, extroversion, and openness to experience and L2 speaking anxiety, and a significant positive correlation with neuroticism. Mediation analyses showed that anxiety sensitivity had significant indirect effects in the relationships between all five personality dimensions and L2 speaking anxiety. Discussion – The findings suggest that both personality traits and anxiety sensitivity should be considered when interpreting Turkish L2 speaking anxiety.

  İncele
• MakaleAçık Erişim2024/r/bayburt/16436
  Yabancı Dil Olarak Türkçe Öğretiminde İkinci Bir Öğrenme Alanı Olarak Otonom Duyusal Meridyen Tepkisi (ODMT)

  Ustabulut, Mete Yusuf; Keskin, Savaş; Boylu, Emrah

  Çalışmada amaç, son dönemlerde YouTube’da yükselen bir fenomen olan Otonom Duyusal Meridyen Tepkisi (ODMT) kültüründeki dil öğretimine ilişkin içeriklerin, uzman öğreticilerin fenomenolojik yapısal değerlendirmeleri çerçevesinde yabancı dil olarak Türkçe öğretiminde formal bir Bilgisayar Destekli Dil Eğitimi (BDDE) uygulama ortamı olarak kullanıma uygunluğunu tartışmaktır. Çalışmanın veri tedariği yorumlayıcı fenomenolojik analiz metodunun esasları bağlamında Türkiye’de yabancı dil olarak Türkçe öğreten 13 uzman öğretici ile derinlemesine anlık mesajlaşmalı görüşme yapılması yoluyla toplanmış ve elde edilen veriler yapısal betimleme ilkeleri çerçevesinde analiz edilmiştir. ODMT ’ye ilişkin sistemik yapı yaklaşımını anlamak için belirlenen beş kategori ve alt kategorilere ilişkin bireysel ve ortak kanaatler, nitel olarak yapılandırılmış; olumsuz ve olumsal kanaatlerin gerekçeleri üzerinden sürecin anlamlandırma sistemi tespit edilmiştir. Bireysel kanaatlerin ortak görünümlerini kavramayı hedefleyen çalışmada elde edilen bulgular, deneyimlenen videolardaki aktörün kimliği, yöntemsel eksiklikler, özensizlik, amatörlük, sesletim hataları, amaçsızlık ve spesifik kültürün riskleri gibi gerekçelerin kararsızlığı tetikleyen gerekçeler olmalarına karşın genel bir olumsal ortak kanaatin varlığına işaret etmiştir. Ortak kanaat, ODMT kültüründe üretilen amatör dil öğretimi videolarının profesyonel ve iyi hazırlanmış içerikler biçiminde kurgulanmasının yabancı dil olarak Türkçe öğretim süreçlerine niteliksel katkı sağlayacak ikinci bir Bilgisayar Destekli Dil Eğitimi (BDDE) uygulama ortamı olacağı yönündedir.

  • 
  AtıfOpenAlex1

  İncele
• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/11676
  An investigation of cyberloafing behaviors in learners of Turkish as a foreign language

  Güngör, Haluk; Ustabulut, Mete Yusuf

  Cyberloafing can be defined as using technological devices for extracurricular activities during the lesson. The misuse of technological tools and facilities in educational environments causes many learning problems. One of the most important behaviors that cause this problem is cyberloafing. The explorative and main aim of the current study is to examine the reasons behind the cyberloafing behaviors of those who learn Turkish as a foreign language in terms of various variables and explore the phenomenological point of view of participants. The research was carried out in accordance with the convergent parallel mixed method design. The “Cyberloafing Behaviors Scale” was employed to collect quantitative data from a total of 207 students learning Turkish in 5 different TÖMER (Teaching Turkish Center); in the process of qualitative data collection, open-ended questions formed by the researcher were used. For examining mean differences in terms of categorical variables t-test and separate ANOVAs were run. In ANOVAs, in order to minimize the possibility of error that may occur in the ANOVA test, type I error was controlled with Bonferroni correction. To determine predictors of cyberloafing behaviors of the study group multiple regression analysis was utilized. According to the findings of the current study, there was no significant difference between gender and time spent on social media and cyberloafing behavior; in the real-time updating dimension, it was determined that there was a significant difference between the B1 level and B2 and C1 levels. Having devices such as laptops stands out as the variable that predicts cyberloafing the most. It was also observed that cyberloafing behavior decreased as speaking skill increased. When the qualitative data was examined, the students stated that they were cyberloafing due to reasons such as messaging, sharing photos and videos because of boring lessons.

  • 
  AtıfScopus3·WoS4·OpenAlex4

  İncele
• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/10914
  A Step towards Sustainable Education: Does an Entrepreneurial Teacher Nurture Creativity?

  Saygın, Muhammet; Say, Serkan; Öztürk, İsmail Yavuz; Gülden, Bahadır; Kaplan, Kadir

  This study explores the relationship between teachers’ entrepreneurial behaviors and their creativity-nurturing behaviors, with a particular emphasis on sustainability in education. While previous studies have typically examined entrepreneurship and creativity as separate concepts, often focusing on their individual dimensions, this study underscores the significance of integrating entrepreneurial and creative competencies to promote sustainable educational practices. By highlighting how teachers’ entrepreneurial and creative skills contribute to sustainable education, this study addresses the broader impact these competencies have on meeting the evolving needs and expectations of students, families, and society. This approach supports the development of a more resilient and adaptive education system that can thrive over time. The research involved 1396 classroom teachers from the Mersin province of Turkey. Analysis of the data revealed a strong positive correlation between teachers’ entrepreneurial behaviors and their creativity-nurturing behaviors, indicating that teachers who exhibit higher levels of entrepreneurial traits are more likely to engage in practices that foster creativity or that teachers who exhibit higher levels of creativity nurturing behaviors are more likely to engage in entrepreneurial practices among their students. Thus, the importance of the high-level relationship between entrepreneurial behaviors and creativity-enhancing behaviors in improving sustainability in education has been revealed. This study highlights the need to integrate entrepreneurial skills into teaching practices to support a sustainable educational framework.

  • 
  • 
  AtıfScopus2·WoS1·OpenAlex4

  İncele
• MakaleAçık Erişim2023Scopus SJRQ3/r/bayburt/11863
  A Study on YouTube Channels of Foreign Languages Teaching Foundation

  Maden, Sedat; Kaya, Musa

  This study was conducted to examine the YouTube channels of Yunus Emre Institute, British Council, Institut Français, Instituto Cervantes, Confucius Institute and Goethe Institut foundations having channels on YouTube, one of the largest video sharing platforms of the world. The channels in this study, were examined through the qualitative research method in terms of the upload date, the numbers of subscribers, the numbers of videos, the videos’ grouping status, the number of video views, and the features of the most watched videos. As a result of the study, it appears that Yunus Emre Institute created its YouTube channel in 2014, British Council in 2010, Institut Français in 2017, Instituto Cervantes in 2017, Confucius Institute (U.S.) in 2017 and Goethe Institute in 2007. Yunus Emre Institute, one of the channels on YouTube, has more than 64400 subscribers, British Council has 542000, Institut Français has 3650, Instituto Cervantes has 69100, Confucius Institute has 801, and Goethe Institute has 301000. It is found that Yunus Emre Institute has 925, British Council has 134, Institut Français has 463, Instituto Cervantes has 1115, Confucius Institute has 82, and Goethe Institute has 1152 videos on YouTube. It has been determined that YouTube channels belonging to institutions established to teach the world's most spoken languages were created adopting similar paradigms and after the year 2007.

  • 
  AtıfScopus1·OpenAlex1

  İncele
• MakaleAçık Erişim2022/r/bayburt/16702
  Türkçe Öğretmeni Adaylarının Ders Planlamaya Yönelik Öz Yeterlilik Algıları

  Maden, Asli; Ustabulut, Mete Yusuf

  Araştırmada, hizmet öncesi eğitim alan Türkçe öğretmeni adaylarının ders planlamaya yönelik öz yeterlik algılarının tespit edilmesi ve çeşitli değişkenlerin yeterlik algısı üzerindeki etkisinin ortaya konulması amaçlanmıştır. Çalışmada nicel modellerden tarama kullanılmıştır. Araştırmanın örneklemi, Bayburt Üniversitesi Eğitim Fakültesi Türkçe Öğretmenliği lisans programında öğrenim gören adaylar arasından belirlenmiştir. Adayların ders planı hazırlama yeterliklerine ilişkin verilerin analizinde nicel istatistiklerden yararlanılmıştır. Araştırma sonucunda, Türkçe öğretmeni adaylarının ders planı hazırlamaya yönelik öz yeterlik algılarının Katılıyorum aralığına denk geldiği, adayların Türkçe dersini planlama konusunda kendilerini yeterli gördüğü tespit edilmiştir. Ders planı hazırlama öz yeterliği üzerinde adayların cinsiyet durumlarının etkili bir değişken olmadığı görülmüştür. Ancak sınıf düzeyi ve başarı ortalamasına bağlı olarak ders planı hazırlamaya dair öz yeterlik algısının yükseldiği, akademik gelişim ve başarının algı üzerinde olumlu etkiye sahip olduğu ulaşılan sonuçlar arasındadır.

  • 
  AtıfOpenAlex4·TR Dizin2

  İncele
• MakaleAçık Erişim2022Scopus SJRQ3/r/bayburt/11930
  Research Tendencies of Postgraduate Theses Related to Pre-Service Turkish Teachers/Candidates

  Maden, Aslı; Ustabulut, Mete Yusuf

  In the study, it is aimed to determine the postgraduate theses related to pre-service Turkish teachers and their candidates and to reveal the research tendencies by analyzing them according to certain characteristics. For this purpose, the distribution of postgraduate theses on Turkish teacher candidates according to year, program type, university, subject, method and design characteristics was examined and thus their tendencies were revealed. This research was designed according to the qualitative research model. In the research, postgraduate theses on Turkish teacher candidates were scanned and the obtained documents were analyzed. As a result of the research, it has been determined that 84 postgraduate theses, 59 of which are postgraduate and 25 are doctoral dissertations, have been written from 2002 to 2022, related to Turkish teacher training and candidates before service. It has been observed that the most theses on the subject were completed in 2019, and these theses were mostly prepared in Gazi, Canakkale Onsekiz Mart and Atatürk Universities in Türkiye. In theses about Turkish teacher training and candidates, writing skills, professional competence, anxiety and attitudes, and self-efficacy perception were the most preferred subjects. In addition, quantitative research models are used more in theses on Turkish teacher training and candidates.

  • 
  İncele
• MakaleAçık Erişim2021/r/bayburt/16763
  A Useful Implementation for Increasing Speaking and Writing Achievement of the Learners of Turkish: Strategy of Explanation with Different Words

  Ustabulut, Mete Yusuf; Memiş, Muhammet

  In this study, it was aimed to reveal whether the training of the explanation strategy with\rdifferent words, which is thought to be a useful practice for continuing the communication\rwithout interruption in the moments that occur due to lack of vocabulary and threaten the\rverbal or written communication process, has a positive effect on the speaking and writing\rsuccess of Turkish learners. For this purpose, an experimental training process of six (6) weeks\rwas planned and the research was designed with a pretest/posttest control group quasiexperimental\rmodel. The study group of the research consists of forty (40) international\rstudents who learn Turkish in two classes at B2 level. The data were collected through the\rachievement test developed by the researcher. At the end of the research, it was understood that\rexperimental training contributed learners to explain unknown words by using other words that\rthey already know and improve the ability to continue speaking when encountering an\runknown word during the conversation, to pursue the act of writing when the word or group of\rwords are unknown that corresponds to what is intended to be expressed while writing a text in\rforeign language, to explain a word or situation by using various features of the word or\rsituation and to be able to make longer sentences and explain the meaning to be produced in\rmore detail. In addition, it was also understood that experimental training helped learners to\rscore better in the speaking and writing sections of the exams.

  • 
  AtıfOpenAlex1·TR Dizin2

  İncele
• MakaleAçık Erişim2021/r/bayburt/15772
  Analysis of turkish language teaching prospective teachers'opinions about digital games

  Kana, Fatih; Ustabulut, Mete Yusuf

  The aim of this research is to examine the views of Turkish language tecahing prospective teachers\rabout digital games. For this purpose, the correlational survey design was used in the study. The sample of\rthe study consists of Turkish language teaching prospective teachers. The data were collected through the\rUsing Digital Educational Games Scale. Descriptive analysis, t-test, ANOVA, and correlation analysis\rwere used to analyze the data obtained in the study. A significant difference was found between Turkish\rlanguage teaching prospective teachers' views on digital educational games and their age, grade point\raverage, place where they spent most of their lives, grade levels, number of books they read annually, time\rspent on the internet daily and gender. Educational digital games do not scare the prospective teachers, and\rthey do not have any hesitation due to the content of educational games or technical problems arising from\rthe computer. Prospective teachers consider that educational games will make learning better and more\rcreative, enrich their learning experiences, and make teachers more comfortable. They also state that they\rcan learn digital educational games on their own, solve the problems they encounter while playing digital\reducational games in different ways, they do not need an experienced person about educational games, and\rthey can control educational digital games. It is seen that there is a significant difference between the views\rof Turkish teacher candidates about digital educational games and their gender, age, grade level, number\rof books they read annually, and the time they spend on the internet daily. As a result, with the development\rof technology, internet games are played a lot by children. In order to prepare the generation Z for the new\rworld order, prospective teachers should be well-equipped in this regard; prospective teachers state that\rthey can apply digital educational games in lessons and do it continuously.\r

  • 
  AtıfOpenAlex11·TR Dizin3

  İncele