Yazar "Cakmak, Fidel" seçeneğine göre listele

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    Advancing learning-oriented assessment (LOA): mapping the role of self-assessment, academic resilience, academic motivation in students' test-taking skills, and test anxiety management in Telegram-assisted-language learning
    (Springernature, 2023) Cakmak, Fidel; Ismail, Sayed M.; Karami, Samaneh
    Some impediments in language learning may have a detrimental impact on learners' actual performance on the test and lead to anxiety and demotivation. Language achievement is influenced by self-assessment (SA), academic resilience (AR), academic motivation (AM), and test-taking skills (T-TS) among other factors. Considering the relevance of these factors in language achievement, the current investigation aims to delve into the probable interactions of SA, AR, AM, T-TS, and test anxiety (TA) management among English as a foreign language (EFL) learners. A model was devised and evaluated using confirmatory factor analysis (CFA) and structural equation modeling (SEM) to achieve this objective. This research collected 512 by distributing online questionnaires to fifteen approved private institutions which applied Telegram-based language learning. The study findings reflected that SA, AR, and AM could predict EFL learners' T-TS. It was also confirmed that SA, AR, and AM modulated EFL learners' TA. The implications of the study are presented and accompanied by some future research proposals as well as instructional consequences.
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    Big five personality traits and communication skills as the predictors of oral communication performance in chatbot-human interaction in a second language
    (Taylor & Francis Ltd, 2025) Cakmak, Fidel
    The recent advanced chatbots have been met with notable enthusiasm in the research community. The technological developments have enhanced the capability of chatbots to engage with users as conversational partners, marking a significant stride forward in the field of artificial intelligence and human-computer interaction. This study aims to investigate the effect of users' personal factors, such as personality and interpersonal interaction skills, on human-chatbot interaction with the chatbot, Replika. The participants were 96 EFL students. They used Replika for twelve weeks, practicing oral interactions with the chatbot outside of class. The Big Five Personality Trait test and a questionnaire for communication skill assessment were employed before the intervention. Students' L2 oral performance with human peers and Replica was assessed. The quantitative method was used to analyze the data. The findings reveal a significant difference between the oral performance of foreign language learners when interacting with peers versus when interacting with Replika. Additionally, personal traits and communication skills significantly predicted L2 oral communication performance with Replika. Overall, the results that personal traits and communication skills can predict the L2 oral performance of students with chatbots.
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    Echoes of feedback: analyzing the ripple effects of reflective peer feedback on interpersonal trust, self-efficacy, and learning depth
    (Routledge Journals, Taylor & Francis Ltd, 2025) Namaziandost, Ehsan; Cakmak, Fidel
    This study examines the impact of reflective peer feedback on key variables, including interpersonal trust (IT), self-efficacy (SE), and learning depth (LD), compared to standard peer feedback among undergraduate English Teaching (BA) students. The primary objective was to compare the effects of reflective peer feedback and standard peer feedback, measuring both cognitive and affective aspects of learning. A quasi-experimental design, integrating both quantitative and qualitative methods, was employed. A total of 100 EFL students participated, divided into two groups: Group A (Reflective Peer Feedback) and Group B (Standard Peer Feedback). Pre- and post-tests were used to assess learning depth, interpersonal trust, and self-efficacy. Additionally, semi-structured interviews were conducted to explore their experiences with the feedback process. The results indicated that Group A (Reflective Peer Feedback) showed significant improvements in learning depth, interpersonal trust, and self-efficacy compared to Group B (Standard Peer Feedback). Participants in Group A demonstrated deeper cognitive engagement, stronger interpersonal trust, and greater self-efficacy, as revealed by both the quantitative assessments and qualitative interviews. In contrast, Group B showed minimal changes in these areas. The findings suggest that incorporating reflective peer feedback into language education can have a positive impact on both academic performance and socio-emotional development.
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    Examining the impact of gamified mobile and AI-assisted language learning on academic integrity, creative trait motivation and writing performance
    (Wiley, 2025) Wang, Guo-lin; Shakibaei, Goodarz; Cakmak, Fidel
    Language learning practices have transformed significantly due to the advent of digital technologies like artificial intelligence (AI) tools and gamified mobile applications. This study explored the effects of gamified mobile language learning (GMLL) and AI-assisted language learning (AIALL) on academic integrity, creative trait motivation and writing performance among upper-intermediate English as a foreign language learners. A total of 349 male students were randomly assigned to one of three groups: Experimental Group 1 (GMLL); Experimental Group 2 (AIALL); Control Group (CG). The research employed a quasi-experimental design, with validated pre-tests and post-tests administered to measure the effectiveness of each learning method on academic integrity, creative trait motivation and writing performance. In addition, qualitative data were gathered through semi-structured interviews. Analysis of variance results revealed that both the GMLL and AIALL groups outperformed the CG on post-tests for writing performance, creative trait motivation and academic integrity. The AIALL group showed more pronounced gains across all domains in comparison to both the GMLL group and the CG, highlighting the superior effectiveness of AI-assisted instruction. Qualitative data further revealed improved engagement, motivation to explore creative writing strategies and a deeper understanding of academic integrity in both experimental groups. The study demonstrates the effectiveness of AI and gamified tools to enhance language learning outcomes, offering language educators innovative approaches to foster creative and ethical learning practices.
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    Exploring foreign language learning and contextualization through digital storytelling projects and personal digital learning narratives
    (Int Forum Educational Technology & Soc, Natl Taiwan Normal Univ, 2025) Cakmak, Fidel; Andujar, Alberto
    This study investigates whether participating in digital storytelling (DST) activities improves language learning and the technical computer skills required for this type of project. Moreover, the present investigation also directly explored the learning benefits and elements of contextualization derived from maintaining a personal digital learning narrative (PDLN). Participants were given a term project as group work that involved creating collaborative digital stories. Each group member took responsibility for the group DST projects and concurrently reported contextual personal elements into their PDLNs. A mixed methods methodology was applied to investigate the learning outcomes of the digital story project in terms of language learning and technical knowledge of DST and to explore elements of contextualization that emerged in the PDLNs during student preparation for the collaborative tasks. The findings reveal improved performance on the DS vocabulary and comprehension test, and the DST knowledge test. In addition, elements of contextualization were identified as fitting into three subcategories: the use of the technology at hand, the story text, and spatiotemporal details during the realization of the group project. In addition, feelings of determination, frustration, and motivation were observed through self-reports, classroom notes, videos, and student narrations from the PDLNs.
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    How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning
    (Elsevier, 2025) Namaziandost, Ehsan; Cakmak, Fidel; Ashkani, Parisa
    In recent years, the integration of gamification and ludicization into foreign language learning has gained increasing attention for its potential to enhance learner engagement and facilitate more effective learning outcomes. This study investigated the comparative effects of gamification and ludicization on ambiguity tolerance (AT), learning adaptability (LA), self-management, and learning outcomes (LOs) among foreign language learners in Turkey. A total of 256 students were assigned to one of three groups: the gamification group, the ludicization group, and the control group. Using a mixed-methods approach, quantitative data were collected via surveys assessing AT, LA, self-management, and LOs across the three groups. Qualitative data were gathered through semi-structured interviews to gain deeper insights into participants' perceptions of the effectiveness of gamification and ludicization in fostering the constructs under investigation in the study. Results indicated that both experimental groups outperformed the control groups in terms of gaining in AT, LA, self-management, and LOs on the post-tests. The qualitative data revealed that the participants both experimental groups expressed positive attitudes toward the effectiveness of the gamification and ludicization in promoting their AT, LA, selfmanagement, and LOs. These findings provide valuable insights for educators and instructional designers, highlighting that integrating gamified elements and ludic learning methods into foreign language learning can foster critical learner attributes and improve academic performance. Through such integration, the study recommends customizing these strategies to align with learners' specific needs, thereby optimizing engagement and adaptability in language learning.
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    Keep the Ball Rolling in AI-Assisted Language Teaching: Illuminating the Links Between Productive Immunity, Work Passion, Job Satisfaction, Occupational Success, and Psychological Well-Being Among EFL Teachers
    (Athabasca Univ Press, 2024) Heydarnejad, Tahereh; Cakmak, Fidel
    Artificial intelligence (AI) revolutionizes education by fundamentally altering the methods of teaching and processes of learning. Given such circumstances, it is essential to take into account the mental and psychological well-being of teachers as the architects of education. This research investigated the links between teacher immunity (TI), work passion (WP), job satisfaction (JS), occupational well-being (OW-B) and psychological well-being (PW-B) in the context of AI-assisted language learning. In order to achieve this objective, 392 Iranian teachers of English as a foreign language (EFL) were given the Language Teacher Immunity Instrument, the Work Passion Scale, the Job Satisfaction Questionnaire, the Occupational Well-Being Scale, and the Psychological Well-Being at Work Scale. By using confirmatory factor analysis and structural equation modeling, the study identified and quantified the impacts of TI, WP, JS, OW-B, and PW-B via data screening. The findings emphasize the crucial role that TI and WP play in providing a balance in teachers' JS, OW-B, and PW-B while applying AI in their language instruction. The broad ramifications of this research are explored.
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    Mobile assisted language learning across educational contexts
    (Univ Hawaii, Natl Foreign Language Resource Center, 2022) Cakmak, Fidel
    [Abstract Not Available]
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    Paper assessment or online assessment: exploring the impact of assessment modes on EFL students' language learning outcomes and personal development
    (Springernature, 2024) Abdullaeva, Barno Sayfutdinovna; Cakmak, Fidel; Abdullaev, Diyorjon
    This research explores how paper and online assessments (OA) can affect EFL learners' personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners' self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology.
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    Teacher transition into innovative learning environments - A global perspective
    (Routledge Journals, Taylor & Francis Ltd, 2021) Cakmak, Fidel
    [Abstract Not Available]
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    The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context
    (Elsevier, 2024) Namaziandost, Ehsan; Cakmak, Fidel; Heydarnejad, Tahereh; Rezai, Afsheen
    Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal of all English language teachers to assist these students in developing academic self-confidence and autonomy and in honing their spoken English. Drawing upon a quantitative method, the current study delved into a university setting to investigate the impact of autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in English as a Foreign Language (EFL). Three hundred eighty-seven EFL students completed a survey. The results of Structural Equation Modeling (SEM), along with the Confirmatory Factor Analysis (CFA) as part of the measurement model validation, demonstrated that enhancing the EFL students' autonomy and academic engagement could significantly foster their willingness to communicate in English, as well as their self-esteem, and L2 grit. Overall, the results highlighted how the two pillars of self-determination theory, autonomy and academic engagement, contribute to positive psychology outcomes in the EFL domain. Relevant pedagogical consequences of this investigation are discussed based on the findings of the study.