Hacettepe Üniversitesi Açık Erişim Sistemi (HÜAES)

  • HÜAES, Hacettepe Üniversitesi bünyesinde üretilen kitap, makale, tez, bildiri, rapor gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, etkisini artırmak için telif haklarına uygun olarak Açık Erişime sunar.
 

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The Effect of Overseas Experience of Efl Students Benefit From International Exchange Programs On English Speaking Anxiety: Spanish and Turkish Students Example
(Eğitim Bilimleri Enstitüsü, 2025-10-08) Kübra Aksoy Çınar; Eğitim Bilimleri
English speaking anxiety (ESA) among EFL students is an important factor affecting their language learning process. International exchange programmes can be effective in reducing this anxiety through the interaction of different cultures. This study examines the impact of Spanish and Turkish EFL learners' experiences abroad on ESA. Using a mixedmethods research approach, the FLSA scale was used in pre-test and post-test measurements, and qualitative data were collected through in-depth semi-structured interviews and open-ended questions. Quantitative data were collected from 160 third-year EFL students (80 participating in the exchange programme and 80 not participating) from eight universities. Qualitative data were obtained from interviews with 5 Turkish and 5 Spanish students participating in the Erasmus+ programme. The analysis of the FLSA test results showed a significant improvement in the ESA post-test scores of the exchange programme participants. Furthermore, cultural exposure was found to reduce anxiety through factors such as adaptation, peer interaction and self-efficacy. Participants indicated that interaction with different cultural contexts not only alleviated anxiety but also increased confidence in speaking skills. The study highlights the importance of understanding the effects of international exchange programmes on ESA and offers suggestions for educators and programme coordinators to improve student experiences.
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ÖĞRETMENLERİN ÖLÇME DEĞERLENDİRME YETERLİKLERİNİN BELİRLENMESİ: DELPHİ UYGULAMASI
(Eğitim Bilimleri Enstitüsü, 2025) Vural, Salih; Eğitim Bilimleri
The aim of this research is to determine the competencies that teachers should have in the field of measurement and evaluation based on expert opinions. For this purpose, the Delphi technique was used in research and the process was completed in three rounds. In the first round, expert opinions were collected with open-ended questions, and in the second and third rounds, the obtained competency items were presented to the experts for re-evaluation with a 7-point Likert-type scale. The data obtained from the expert opinions were analyzed in terms of central tendency (mean, median, frequency) and dispersion (standard deviation, interquartile difference) measures. Within the scope of the research, data were collected from 16 experts, and the agreement levels on the items were evaluated at the end of each round. At the end of the third round, it was determined that a high level of agreement was achieved on 48 competency items. These competencies determined by the experts cover the knowledge, skills and attitudes that teachers should have in the field of measurement and evaluation. It is expected that the findings obtained because of the research will make significant contributions to the restructuring of teacher education programs, the determination of professional development needs and the strengthening of the measurement and evaluation process implemented by teachers.
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Negotiation of Meaning in Online Synchronous Task-Oriented Learner Interaction in EFL Setting
(Eğitim Bilimleri Enstitüsü, 2025) Sağlam, Leyla; Yabancı Diller Eğitimi
This study explores how English as a Foreign Language (EFL) learners negotiate meaning during online synchronous task-based interactions. Focusing on three task types—jigsaw, decision-making, and problem-solving—the research examines the frequency, types, and discourse features of negotiation of meaning (NoM) routines in group interaction. The study was conducted with 32 intermediate-level (B1 CEFR) Turkish learners at a state university in Türkiye during the 2023–2024 Fall semester. Data were collected through video recordings of online interactions over six weeks, with participants completing six tasks. A pilot study was carried out to familiarize participants with the task formats and technology. The study used a mixed methods design, including qualitative discourse analysis based on second language acquisition (SLA) literature (Long, 1983) and quantitative frequency analysis to compare NoM routines across task types. Findings indicated that task type influenced both the frequency and nature of NoM routines, consistent with prior research on task-based interaction (Ellis, 2003). Jigsaw tasks produced the highest frequency, particularly clarification requests, while decision-making and problem-solving tasks led to a wider range of routines at lower frequencies. The discourse analysis revealed how NoM episodes were sequentially structured and co-constructed in the online setting, supporting the view that these routines are collaborative in nature. This study enhances the understanding of how learners negotiate meaning in real-time online communication and provides practical insights for task design, digital pedagogy, and EFL teaching in synchronous environments. Keywords: negotiation of meaning, mixed methods, online synchronous language learning, task-based interaction, discourse analysis, EFL
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Ergenlerde Üst Bilişlerin Sosyal Medya Bağımlılığında Rolü: Bir Model Testi
(Eğitim Bilimleri Enstitüsü, 2025-06-16) Bulut Akdoğan; Eğitim Bilimleri
This study examined the mediating role of metacognition in the relationship between depression, FoMO (Fear of Missing Out), boredom and self-esteem and social media addiction in adolescents. This study, which was conducted with the quantitative research method, consisted of two stages; in the first stage, the Scale of Metacognition Related to Adolescent Social Media Use (ESMKÜÖ) was developed and as a result of validity and reliability analyses, McDonald's omega = .721 and Cronbach's alpha = .706 were found. In the second stage, the mediating effect of metacognition in the relationship between depression, FoMO, boredom and self-esteem of adolescents and social media addiction was tested using structural equation modeling (SEM). Personal Information Form, Social Media Addiction Scale for Adolescents (SMASA), SSMKÜÖ, Self-Perception Scale for Adolescents, Kutcher Adolescent Depression Inventory (KADI), FoMO Scale and Brief Boredom Scale (FSBBS) were used in the data collected from middle and high school students in the city center of Kayseri. The findings showed that boredom score had a significant indirect effect on social media addiction via positive metacognition (.019, p = .006) and positive metacognition played a mediating role in this relationship. Similarly, FoMO score had a significant indirect effect on social media addiction via positive metacognition (.031, p < .001), which concluded that positive metacognition also had a mediating role in the relationship between FoMO and social media addiction. However, negative metacognition did not have a mediating role in the relationship between FoMO and social media addiction. The research findings were discussed within the framework of the literature and various recommendations were presented for psychological counselors, families, researchers and practitioners.
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The Effect of Making Thinking Visible Approach on The Critical Writing And Anxiety Levels of Preparatory School Students
(2025-10-08) Mohamed, Alaa Talaat Mahdi; Eğitim Bilimleri
This study investigates the impact of English instruction enriched with Making Thinking Visible approach—implemented through Visible Thinking Routines on English as a Foreign Language preparatory school students’ critical writing skills and their foreign language anxiety levels. This research was designed as a quasi-experimental pre-test-post-test study with experimental and control groups, and two English as a foreign language preparatory classes were included in the study. The experimental group received English as a Foreign Language instruction enriched with Making Thinking Visible approach, while the control group followed a traditional curriculum. Data were collected using the High School Writing Skills Task and Rubric, the Critical Writing Skills Task and Rubric, and the Foreign Language Classroom Anxiety Scale. Statistical analyses, including a 2x2 mixed-design ANOVA, revealed that students in the experimental group exhibited significantly greater improvements in critical writing skills compared to their counterparts in the control group. Moreover, the experimental group experienced a statistically significant reduction in foreign language anxiety, whereas the control group did not demonstrate a statistically significant change. The findings suggest that making thinking visible supports both cognitive development and the reduction of language-related anxiety, offering a promising instructional strategy for improving critical writing outcomes in English as a Foreign Language context. The study contributes to the literature on metacognitive pedagogies and provides actionable implications for curriculum design in preparatory English programs.