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Öğe A Case Study on Teacher Practice of Genre-Based Writing and Classroom Interaction Patterns at an Advanced Level(Leyla HARPUTLU, 2017) Çakmak, FidelThis paper is a classroom-based research study, which explores the practice of the English teacher genre-based writing in the English Foreign Language (ELF) setting as regards the classroom interaction patterns. The study took place in a private tertiary institution in Istanbul, Turkey. To ensure the essence of the qualitative research design, the interpretive participant fieldwork, classroom observation data, structured and semi-structured interviews, course pack, syllabus, and handout analysis were integrated also in the research process. The data collection and analyses occurred simultaneously. The categories along with the subcategories such as teacher pedagogy of the genre-based writing approach, learning outcomes and interaction patterns were created and verified; concurrently with the accumulated data. To ensure the external reliability of the outcome, triangulation and member checking was employed and the results indicate that genre-based writing classes observed in this study have focused on the model texts and the production of similar texts disregarding two other major phases - contextual explanation and joint construction of the text, which are vital for delivering the social purpose of writing skills.Öğe Active Participation in Digital English Language Classes and Elements for Designing Pedagogical Strategies for Online Instruction During Covid-19(CALL-EJ, 2022) Çakmak, FidelPedagogical strategies which promote active participation are useful tools that teachers can employ to improve learning. This study aims to investigate whether active participation makes a difference in the performance of language learners and to explore pedagogical strategies for coping with the challenges to active participation when learning in a digital learning environment amidst the COVID-19 pandemic. The study group was composed of 100 students studying English online during the Spring semester of 2022. Roughly half of them (n=47) participated in classes real time while the other half (n=53) took them asynchronously by watching video recordings of the classes. The analysis of both groups’ test scores showed that there was a statistically significant difference between the students who were actively participating in the live classes via the platforms and those who instead received video classes. Moreover, three themes emerged that were associated with the active participation tasks: 1) interactivity 2) multimodality 3) teacher’s professional standards. Pedagogical strategies for encouraging active participation are discussed in terms of theoretical principles and a proposed model for incorporating such strategies when engaged in digital education. The study presents research limitations and suggests further exploration for the improvement of digital educational contexts for learning and teaching languages. © 2022, CALL-EJ. All rights reserved.Öğe An account of EFL learners' self-efficacy and gender in the flipped classroom model(Springer, 2020) Namaziandost, Ehsan; Çakmak, FidelEmerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students' self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in self-efficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in self-efficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom.Öğe An Evaluation of In-Service Training Curriculum for Practitioners of English for Academic Purposes(2023) Uysal, Derya; Çalışkan, Sinem; Polat, Asst. Prof. Dr. Mustafa; Asmalı, Mehmet; Çakmak, Fidel; Özkal, Neşe; Güven, MeralThis study evaluated a draft curriculum designed in a preliminary study to help practitioners of EAP (English for Academic Purposes) overcome affective problems in higher education language classes. Participatory evaluation model was used to evaluate the draft curriculum practiced with six EAP practitioners in a SFL (School of Foreign Languages) at a state university in Türkiye. A sequential explanatory mixed methods approach was employed. While quantitative data were gathered via a questionnaire, qualitative data were gathered via open ended question test, semi-structured interviews, in-field notes of the curriculum practitioner and the participant observer, and self-reflections of the participants. Findings presented in line with the strengths and weaknesses of the draft curriculum demonstrated that four components of the draft curriculum (ojectives, learning experiences and materials, content and assessment and evaluation processes) functioned well. In addition, the weaknesses inspired the researchers to develop the draft curriculum. The current study contributes to institutional and national policies of in-service training for EAP practitioners. Developing a curriculum that targets a common problem represents an important innovation towards standardization in training EAP practitioners and fills in a crucial gap in the field of EAPÖğe CALL-enhanced L2 vocabulary learning: Using spaced exposure through CALL to enhance L2 vocabulary retention(2021) Çakmak, Fidel; Namaziandost, Ehsan; Kumar, TribhuwanCALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners' vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.Öğe Chatbot-Human Interaction and Its Effects on EFL Students’ L2 Speaking Performance and Anxiety(2022) Çakmak, FidelRecently, chatbot interactions have been used for oral communication practice in the field of foreign language education. Some existing studies have highlighted the use of chatbots in relation to specific L2 skills, yet unfortunately, the user experience component of chatbot interaction has not been empirically researched. This study investigates the effect of chatbot-human interaction with the chatbot Replika on L2 speaking performance and speaking anxiety. The participants in the current study were 90 EFL students from a state university in Turkey. They used the application Replika for twelve weeks practicing targeted subjects outside the class. Each student was assessed with the L2 speaking anxiety scale both before and after the intervention. Also, an open-ended questionnaire was administered to collect their perceptions of using chatbots for L2 speaking practice. The interactions with the chatbot were screen taped for a randomly chosen speaking task: Well-being. The findings reveal that there were negative perceptions and attitudes toward the chatbot interaction. Students reported facing difficulties in being understood precisely, which might have contributed to higher anxiety in L2 speaking. Notably, student performance with Replika was significantly better than their face-to-face peer interactions. Overall, the results show that although chatbot interaction is a novel way to provide speaking practice for students, the actual interaction with a chatbot might not be a reliable way to lessen their anxiety with L2 speaking.Öğe Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening(Cambridge Univ Press, 2018) Çakmak, Fidel; Erçetin, GülcanThis study investigates the effects of multimedia glosses on text recall and incidental vocabulary learning in a mobile-assisted L2 listening task. A total of 88 participants with a low level of proficiency in English were randomly assigned to one of four conditions that involved single channel (textual-only, pictorial-only) and dual-channel (textual-plus-pictorial) glosses as well as a control condition where no glosses were provided. The participants listened to a story through their mobile phones and were engaged in an immediate free recall task and unannounced vocabulary tests after listening. The findings indicated that access to glosses facilitated recognition and production of vocabulary with the type of gloss having no effect. On the other hand, glosses had no effect on text recall.Öğe Effects of self-regulated vocabulary learning with chatbots on incidental and collocational vocabulary learning and foreign language learning boredom(Discover, 2025) Jalambo, Mahmoud O.; Çakmak, Fidel; Akhter, ShamimRecent advances in artificial intelligence have introduced generative AI chatbots as a mediating tool for vocabulary learning. While self-regulated vocabulary learning strategies help to promote learner autonomy, maintaining motivation and reducing boredom remain challenges. This study investigated the effects of integrating generative AI chatbots into self-regulated vocabulary learning and on incidental vocabulary knowledge, receptive knowledge of collocations, and foreign language learning boredom. It also examines EFL learners’ attitudes toward using AI chatbots. Using a quasi-experimental design, 187 EFL learners were randomly grouped into a control group (CG) of 93 learners and an experimental group (EG) of 94 learners. Both groups completed pretests and posttests on vocabulary, collocations, and boredom. Over 18 sessions, the EG practiced self-regulated learning with AI chatbots, while the CG received traditional instruction without. AI tools. Interviews were conducted with 16 EG participants. Results showed that the EG outperformed the CG in vocabulary and collocation knowledge and reported lower levels of boredom. Interview data supported these findings, revealing increased learner autonomy, motivation, and reduced anxiety. Participants reported satisfaction with the chatbots’ interactive and personalized features, which encouraged learning beyond the classroom. These findings suggest that generative AI chatbots create engaging, personalized learning environments that promote self-regulated learning and improve vocabulary outcomes in EFL settings. © The Author(s) 2025.Öğe Foreign language learning through instagram: A flipped learning approach(IGI Global, 2022) Andujar, Alberto; Çakmak, FidelThis chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education. © 2023, IGI Global. All rights reserved.Öğe Generative AI for learning English as a Foreign Language (EFL)(IGI Global, 2025) Çakmak, FidelThe use of Artificial Intelligence (AI) to augment learning in open and distributed learning environments signifies a change in thinking on the application of educational technology, especially in language training. The development of digital platforms and AI technology has resulted in notable progress in mobile-assisted language learning where AI is incorporated to offer tailored, flexible, and captivating educational experiences. This study broadens the conversation on AI-assisted education by conducting a comprehensive analysis of its use in teaching English as a Foreign Language (EFL). It presents the theoretical underpinnings of AI-assisted learning, cites pertinent learning theories, and suggests a pedagogical framework that facilitates the integration of AI-assisted learning into language learning environments. It also examines the existing research on AI-supported foreign language education, with a focus on the shift from traditional teaching methods to AI-based techniques. The current study also identifies certain areas that require additional investigation and can improve the design and application of these technologies. © 2025 by IGI Global Scientific Publishing. All rights reserved.Öğe Impact of AI-generated storytelling vs. gamified learning on vocabulary retention and engagement in CALL environments(Elsevier B.V., 2025) Namaziandost, Ehsan; Çakmak, FidelArtificial Intelligence (AI) and gamified learning have attracted interest from language educators and researchers in the field of teaching English as a Foreign Language (EFL) for their potential to enhance vocabulary acquisition outcomes. However, the relative effectiveness of AI-generated storytelling and gamified learning in EFL vocabulary acquisition has been underexplored. This study examines the influence of AI-generated storytelling and gamified learning on the vocabulary retention and engagement of intermediate-level EFL learners. Ninety participants were allocated among three groups: a control group that employed conventional vocabulary methods (e.g., rote memorization using flashcards and quizzes), a gamified learning group that utilized Duolingo's exercises, and an AI-generated interactive narrative group. Over a four-week period, the gamified group completed interactive exercises, the control group followed conventional instruction, and the AI group engaged with personalized, context-rich narratives that embedded target vocabulary. Data was gathered through pre- and post-tests, which included immediate and delayed vocabulary assessments, a learner engagement questionnaire, and semi-structured interviews. The interviews were analyzed using grounded theory. The AI-generated storytelling group outperformed both the gamified learning and control groups in both immediate and delayed vocabulary tests, as evidenced by quantitative results. This suggests that the AI-generated storytelling group exhibited superior long term vocabulary retention. The control group was also surpassed by the gamified learning group in both assessments, albeit to a lesser extent. The qualitative results suggested that the AI-generated storytelling group reported a higher level of engagement, attributing their motivation to immersive and meaningful narratives. The gamified learning group found the approach to be enjoyable but less profound, and the control group described traditional methods as structured yet uninspiring. These results indicate that AI-generated storytelling is a potent instrument for improving vocabulary acquisition and engagement in EFL settings. © 2025 The Authors.Öğe Job Satisfaction of Iranian EFL Teachers: Exploring the Role of Gender, Education Level, Teaching Experience, and Service Location(Teaching English Language and Literature Society of Iran (TELLSI), 2021) Rezai, Afsheen; Namaziandost, Ehsan; Çakmak, FidelTeacher's job satisfaction (JS) is a crucial factor making objectives realized in an education system. It is deemed that various factors affect teachers' JS. This study aims to investigate if Iranian EFL teachers' JS is affected by gender, education level, teaching experience, and service location factors. For this purpose, using a stratified sampling method, a sample, including 440 female and male EFL teachers were chosen from Tehran, Lorestan, and Markazi Provinces, Iran. To collect the required data, the participants were asked to complete a printed version of a Teachers' Job Satisfaction Survey along with items addressing their demographic information (e.g., gender, education level, teaching experience, and service location). An independent sample t-test and a one-way ANOVA were used to analyze the collected data. Results evidenced no statistically significant difference between the female and male participants regarding their JS. Additionally, the findings documented that the participants with higher education levels had higher job satisfaction. Moreover, the results turned out that the participants with more teaching experiences participants felt less gratified with their jobs. Likewise, the findings disclosed that the participants working in Tehran Province enjoyed higher JS than the teachers working in Lorestan and Markazi Provinces. The study ends with proposing some implications for educational stakeholders. © 2021 – Published by Teaching English Language and Literature Society of Iran.Öğe Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language(2021) Çakmak, FidelThis study aimed to explore what navigating strategies L2 learners use during listening in a self-regulated mobile learning environment and whether or not metacognitive awareness about mobile-assisted listening correlated to text recall, incidental vocabulary learning and listening duration when learners regulated their listening. Learners with a low-level L2 proficiency were randomly assigned to an experimental group where they were allowed to control the listening process through audio control tools and a control group that was not allowed such control. Both groups listened to a 13.56-minute-long story on a mobile phone. Before listening, the Metacognitive Awareness Listening Questionnaire (MALQ) was administered. After listening, the participants were given a recall task and unannounced vocabulary tests. The results indicated that the participants who were allowed to regulate their listening preferred global and analytical listening strategies equally during the first listening while they tended to utilize analytical strategies during the second listening. The findings did not show any advantages of self-regulation for either text recall or incidental vocabulary learning. Finally, different patterns of relationships were observed between the learners’ reported metacognitive strategy use and their recall and incidental vocabulary learning scores as well as the amount of time they spent on the listening task.Öğe Probing into the Effects of Teacher Support on EFL Learners' Self-esteem, Resilience, Academic Enjoyment, and Academic Achievement(University of Isfahan, Department of English, 2024) Al-Rashidi, Anwar Hammad; Çakmak, FidelThe current research aims to investigate the effect of teacher support (TS) on EFL learners' academic achievement, self-esteem, resilience, and academic enjoyment (AE). Eighty-four EFL students from a Turkish context participated in the study and were randomly divided into a control (N=48) and an experimental group (N=46). The standardized instruments, including the academic achievement test, Rosenberg's Self-Esteem Scale, Davidson's Academic Enjoyment Scale, and Cassidy's Academic Resilience Scale, were utilized to collect data. The impact was measured by administering pretests and posttests and employing a quantitative research methodology with a pretest/posttest design for the research. The results demonstrated significant effects of TS on all variables in question. The experimental group (EG) demonstrated significant improvements in self-esteem, resilience, and AE, with effect sizes ranging from medium to large. Additionally, the experimental group (EG) significantly outperformed the control group (CG) in academic achievement. These findings emphasize the importance of TS in improving EFL learners' academic and psychological qualifications and underpin a dire necessity of cultivating supportive and stimulating learning environments that prioritize autonomy, structure, and engagement. Implementing effective instructional practices may improve students' academic achievement and emotional welfare. The study's implications provide an understanding of integrating positive teacher-student interaction and support for positive psychology in the foreign language curriculum design and materials development. © 2024, University of Isfahan, Department of English. All rights reserved.Öğe Review of Mobile assisted language learning across educational contexts(University of Hawaii at Manoa, 2022) Çakmak, Fidel[No abstract available]Öğe Social networking and language learning: Use of instagram (IG) for evaluating oral communication skill(IGI Global, 2022) Çakmak, FidelThis chapter gives a brief overview on the use of social network sites (SNSs) for language learning and presents an empirical study of the use of Instagram (IG), one of the most popular SNSs, to assess learners' oral communication skills in the foreign language classroom. Several studies have mainly revealed the perceptions and preferences of learners in regards to using SNSs for learning grammar, vocabulary, L2 writing, reading, and speaking. In the current study, the performance scores of participants on an oral communication speaking task delivered both on IG and in class, as well as their scores on the Big Five personality traits as measured by the Quick Big Five Personality Test (QBFPT), were examined statistically. The results demonstrate IG facilitated students' performance in oral communication skill significantly and that personality traits do not predict the performance on IG, but the extroverted and conscientious are highly likely to achieve high scores in classroom. © 2023, IGI Global. All rights reserved.Öğe The Effects of Positive Self-Talk on EFL Learners’ Speaking Skills, Language Learning Motivation, Autonomy, and Self-Confidence(Teaching English Language and Literature Society of Iran (TELLSI), 2025) Ismail, Sayed M.; Çakmak, FidelAs there are different psychological variables involved in English language learning, this study investigated how English as a Foreign Language (EFL) students’ speaking ability, motivation for language acquisition, learner autonomy (LA), and self-confidence were affected by positive self-talk (PST). To achieve this goal, the researchers recruited sixty EFL learners using the convenience sampling method and then divided them into two groups. Subsequently, both groups were pretested for speaking ability, language learning motivation, LA, and self-confidence. The participants in one group received an intervention through PST, while those in the other group received traditional training without applying PST. After the treatment, both groups took post-tests on their speaking ability, motivation for language acquisition, LA, and self-confidence. The results displayed variations in the post-test scores of the two groups, with the experimental group (EG) outperforming the control group (CG). Some implications and conclusions were drawn from the results. © 2025 – Published by Teaching English Language and Literature Society of Iran.Öğe The relationship between teaching experience level and the classroom management orientations of English language teachers(2019) Çakmak, FidelManaging the classroom is one of the necessary skills for effective teaching. Teachers adopt individual classroom management styles while implementing their classroom activities. The current study aims to investigate the attitudes of novice and experienced EFL teachers towards different classroom management styles (interventionist, non-interventionist and interactionist), and how those attitudes evolve in relation to their teaching experiences. The sample consisted of 36 EFL teachers working at state schools in Mersin, Turkey. Data was gathered from the voluntary participants by employing an Attitudes and Belief on Classroom Control (ABCC) Inventory and the responses were analyzed statistically by using Mann-Whitney U, Wilcoxon W, and Z tests. Nonparametric test results indicated that there was no statistically significant difference between the attitudes of the novice and the experienced EFL teachers in terms of using interventionist styles. Teachers reported exerting control in classrooms irrespective of their experience level. Additionally, with respect to non-interventionist and interactionist classroom management styles, more experienced EFL teachers were found to be more flexible in their approach to classroom management and were more likely to provide space for student modification of the classroom setting. The more experienced EFL teachers were observed to allow students to become more involved and active in classroom interactions and dialogues empowering the students to create a common voice for the classroom procedures and routines. Novice EFL teachers in contrast with their more seasoned counterparts were more concerned with concretely following and implementing the lesson plan according to set procedures. These findings suggest that novice teachers might benefit from additional in-service training to deepen their communication skills in classroom, contextual flexibility, and practice of the different classroom management styles.Öğe Yabancı dil olarak İngilizce öğreniminde basitleştirilmiş kitapların kullanımına eleştirel bir bakış(2019) Çakmak, FidelOkuma etkinliği hem ana dilde hem de yabancı bir dil öğrenmede önemli bir yer tutar. Bireyler okuma aracılığıyla başka görüş, düşünce ve kültürel unsurları öğrenerek onlarla etkileşimde bulunurlar. Bireylere yabancı dil öğrenirken yabancı dilde okuma becerilerini geliştirmek amacıyla bazı uygulamalar önerilir. Bunlardan biri, basitleştirilmiş kitaplardır. Bu çalışma, yabancı dil öğreniminde okuma becerisinin artırılması için oluşturulan basitleştirilmiş okuma kitaplarının kullanımıyla ilgili önemli unsurları belirtmeyi ve bu tür kitapların kullanımına eleştirel bir bakış sunmayı hedeflemektedir. Bu çalışma, öncelikle basitleştirilmiş kitapların kullanımını tarihsel açıdan ele almış, eksileri ve artıları hakkında destekleyici ve karşıt görüşleri derlemiş, son olarak da basitleştirilmiş kitaplardan dilbilgisel örnekler ile dil öğrenimi açısından sorgulama yapmıştır. Basitleştirilmiş kitaplar aracılığıyla, öğrencinin okuma becerisi ve yabancı dil öğrenmesinin gelişmesi düşünülse de, bu tür kitapların yabancı dil öğreniminde kullanımına temkinli bir şekilde yaklaşmak, kitapları seçerken içeriğinin dil öğrenimi ve kültürel edinim açısından uygun olup olmadığını gözden geçirmek gereklidir. Buna ek olarak, yabancı dil öğreniminde dil farkındalığı sağlayıp sağlamadığı, özellikle edimbilim, bağlamsal dilbisi, sözcük bilgisi ve biçimbilgisi açısından kazanım olup olmadığı sorgulanmalıdır. Sonuç olarak bu çalışmayla, basitleştirilmiş eserler yerine okuyucunun yabancı dil yeterliliğine uygun ve farklı janralardan oluşan edebi ve özgün kitapların kullanılması önerilmektedir.
