Yabancı Diller Yüksekokulu Koleksiyonu

Bu koleksiyon için kalıcı URI

https://hdl.handle.net/11501/12

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The role of parent and teacher involvement in shaping academic emotions
(BioMed Central Ltd, 2026) Avcı, Süleyman; Avcu, Akif; Akıncı, Tuncay; Kafadar, Elif Nazlı; Kopuz, Melike; Işkin, Berin Esma
Background: The aim of this study is to identify profiles of middle school students’ mathematics homework based on their perceived parental and teacher involvement, and to examine how these profiles relate to students’ homework-related emotions. The study is grounded in Control-Value Theory, which emphasizes the role of perceived control and value in shaping achievement emotions. Methods: Data were collected from 962 middle school students. Latent Profile Analysis was employed to identify distinct student profiles based on the dimensions of parental involvement (content support, autonomy support, and control) and teacher involvement (homework quality, feedback quality, autonomy support, and feedback frequency). Results: Five distinct profiles emerged: Parent-Focused Low Involvement, Harmonic Involvement, Controlling High Involvement, Uninvolved Solitude, and Optimal Involvement. Students in profiles with high levels of both perceived parental and teacher support reported more positive and fewer negative homework-related emotions. Age significantly predicted profile membership, whereas gender did not. Conclusions: The findings underscore the importance of combined perceived parental and teacher involvement in fostering positive homework-related emotions among students. This study contributes to the literature by applying Control-Value Theory to explain the emotional outcomes of homework practices and offers practical implications for educators and parents seeking to provide effective support to students.
AI-supported feedback for writing: a multi-dimensional evaluation framework
(IGI Global, 2025) Kemal, Seval; Süzan, Dila; Öztüfekçi, Ali; Eşfer, Sezin
This chapter takes a closer look at the use of AI-supported feedback in helping EFL students with their writing practices. Specifically, it focuses on how students engage with these tools and how feedback integrates into real classroom teaching. Drawing on current studies, classroom observations (e.g., students’ essays), and reflections on practical use, the chapter proposes a framework with five areas to pay attention to: how detailed the feedback is, whether it feels tailored to the individual, how easy the tool is to use, how well it fits with teaching goals, and the ethical questions that arise along the way. Instead of viewing these tools as one-size-fits-all solutions, the chapter explores both their potential benefits and their limitations, particularly in supporting meaningful learning. It also offers practical suggestions for how teachers might use them, while keeping the focus on what matters most: impactful teaching, trust in the classroom, and giving students space to develop their own voices.
Utilization of AI-aided vocabulary teaching in K-12: a case study
(Routledge, 2025) Temiz, Gürkan; Kafadar, Elif Nazlı
The innovative teaching of English as a foreign language (EFL) is rapidly being and will probably continue to be driven by the extensive incorporation of artificial intelligence (AI) in English language teaching (ELT). AI applications and AI-powered educational materials have the potential to enrich teaching and learning practices by taking up various roles, and vocabulary is one of them (Kessler, 2018). Considering this, this experimental research aims to evaluate the effect of an artificial intelligence tool (DALL-E) on the English vocabulary learning of first-grade primary school students. DALL-E produces visual outputs in line with the provided detailed commands. In that sense, the main focus of this research is to examine and compare the possible impact of using AI-powered vocabulary learning cards against the traditional use of word cards in vocabulary teaching to young learners. This research covers a ten-week implementation, which lasted four weeks in the 2023 fall term and six in the following term, and evaluates the differences between students’ pretest and post-test scores in both the experimental and control groups that involved twenty students in each. The data were also strengthened with a delayed post-test conducted two weeks after the implementation. While the weekly word cards presented to the students in the experimental group were designed with the aid of the DALL-E artificial intelligence-supported Microsoft Design Creative AI program, traditional word cards, which are paper flashcards that lack color and object-related details, were employed in the control group. Regarding data analysis, tallying correct answers in percentage was performed in the first term, while Mann-Whitney U and Wilcoxon Signed-Rank tests were run on SPSS in the second term to detect within- and across-group differences between the groups. The results of this study showed a statistical significance in the post-tests of the groups. While the experimental group performed better in the posttest during the first and second phases, there was no significant change in the delayed test, while the control group did the opposite and performed better with traditional flashcards. The study provided implications for educators, teachers, and relevant stakeholders to evaluate the possible ways of integrating AI-powered tools in vocabulary learning of K-12 students in English.
Pandemi sürecinde yabancı diller yüksekokullarındaki müdürlerin ve öğretim görevlilerin uzaktan eğitime yönelik tutumları ile değişime uyum algıları arasındaki ilişkinin incelenmesi
(Öncü Okul Yöneticileri Derneği, 2024) Turhan Babur, Merve
Bu araştırmanın amacı, pandemi sürecinde Yabancı Diller Yüksekokullarında (YDYO) görev yapan müdürlerin ve öğretim görevlilerinin uzaktan eğitime yönelik tutumları ile değişime uyum algıları arasındaki ilişkiyi inceleyip YDYO müdürlerinin uzaktan eğitime yönelik tutumlarını ve değişime yönelik algılarını derinlemesine analiz etmektir. Araştırmanın nicel kısmında geniş örneklemden veriler alınarak durum tespitinin ortaya konulup nitel kısmında ise sorunun temellerine ulaşılması için derinlemesine yanıtlar alınması hedeflenmiştir. Araştırmada ilk önce nicel verilerin toplanıp analiz edildiği ve sonrasında nitel verilerin toplanıp analiz edildiği karma yöntem uygulanmıştır. Karma yöntemin nicel kısmında veri toplama aracı olarak Uzaktan Eğitime Yönelik Tutum Ölçeği ve Değişime Uyum Ölçeği nitel kısmında ise yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verileri, İstanbul’da bulunan beş vakıf üniversitesinin YDYO’ da görev yapan 5 müdür ve 104 öğretim görevlisi olmak üzere 109 öğretim elemanından toplanmıştır. Araştırmanın sonuçlarına göre; araştırmaya katılan öğretim elemanlarının uzaktan eğitime yönelik tutumların orta düzeyin altında, değişime uyum algıları ise orta düzeydedir. Katılımcıların uzaktan eğitime yönelik tutumları ile değişime uyum algıları arasında pozitif bir ilişki tespit edilmiştir; katılımcıların uzaktan eğitime yönelik tutumları arttıkça, değişime olan uyumları da artmaktadır. Araştırmanın nitel verilerinin sonuçlarına göre; birimler arası koordinasyonun olması, online platform ve dijital materyal eğitimi verilmesi, uzaktan eğitim koordinatörlüğünün işlevselliğinin arttırılması, teknolojik alanda düzeltmeler sağlanması, sınıf mevcutları sınırlı sayıda tutulması ve ölçme-değerlendirme sürecinin güvenirliliğinin sağlanmasının gerekliliğine vurgu yapılmıştır.

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