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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Recent Submissions
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
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.
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.
Mesleki ve Teknik Liselerde Görev Yapan Öğretmenlerin Eleştirel Pedagoji İlkelerine Yönelik Görüşleri
(Eğitim Bilimleri Enstitüsü, 2025-10-08) Kılıç Çayır, Ayşenur; Eğitim Bilimleri
This study aims to determine the opinions of teachers working in vocational and technical
high schools regarding the principles of Critical Pedagogy. The study group consists of 323
teachers working in the central districts of Ankara, selected using the maximum variation
sampling method. A descriptive method was employed to identify teachers’ views on the
principles of Critical Pedagogy, and both quantitative and qualitative data collection
techniques were utilized. For the collection of quantitative data, a questionnaire based on
critical pedagogy scenarios developed by the researcher was used, while a semi-structured
interview form prepared by the researcher was used to collect qualitative data. As a result
of the study, it was concluded that the majority of teachers working in vocational and
technical high schools agreed with the principles of Critical Pedagogy. When examining the
teachers’ levels of agreement with the principles in terms of gender, field of expertise,
seniority, age, educational level, marital status, and family background, significant
differences were found in the principle “According to Critical Pedagogy, being hopeful is
essential for an individual's journey of transformation.” and “According to Critical Pedagogy,
the traditional education system restricts the teacher.” with regard to the gender variable; in
the principle “Critical Pedagogy questions the influence of the social class to which the
individual belongs in their journey of transformation.” with regard to the field of expertise
variable; in the principle “Critical Pedagogy advocates the concept of dialogue in education.”
with regard to the seniority variable; and again in the principle “According to Critical
Pedagogy, the traditional education system restricts the teacher.” with regard to the age
variable. The qualitative findings of the study provide in-depth information about the
teachers’ views on the principles of Critical Pedagogy
ÇOCUKLARIN DİJİTAL OYUN BAĞIMLILIĞI İLE ALGILADIKLARI EBEVEYN TUTUMLARI ARASINDAKİ İLİŞKİ
(Eğitim Bilimleri Enstitüsü, 2025) kahraman ümran; Bilgisayar ve Öğretim Teknolojileri
Rapid technological developments in recent years have led to a significant increase in the number and variety of digital games. These developments have also brought about some negative consequences. In particular, excessive and uncontrolled use of digital games can cause psychosocial problems in individuals and pave the way for game addiction, which is a form of behavioral addiction. In this context, the main objective of this study is to examine middle school students' levels of digital game addiction and their perceptions of family attitudes. This study used a correlational survey model, and the study group consisted of a total of 182 participants, including 94 female and 88 male students studying in Ankara, and their parents. The Personal Information Form, Digital Game Addiction Scale, Parenting Styles-Family Attitudes Scale, and Digital Parenting Awareness Scale were used to collect data for the research. Descriptive statistics, Pearson correlation, and multiple regression analyses were performed in the thesis study. The study found that middle school students had a moderate-to-low level of digital game addiction. Parents' awareness levels regarding the effective use of digital parenting are above average, their levels of protection from risks are average, and their levels of negative modeling and digital neglect are below average. No statistically significant relationship was found between parents' acceptance, interest, affection, and strict supervision/control levels and children's digital game sub-dimensions or overall addiction levels. It was found that the father's attitude towards the child significantly predicted the child's overall level of digital game addiction, while the mother's attitude towards the child did not significantly predict the child's overall level of digital game addiction.