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Öğe A Review on Teachers’ and Teacher Candidates’ Intrinsic Motivation: Self-determination Theory Perspective(Yusuf DEMİR, 2023) Uysal, DeryaConsidering the results driven by two decades of empirical work on Self-determination Theory, it is claimed students benefit from intrinsic motivation. However, teachers need to be intrinsically motivated for the profession to fully support intrinsic motivation of students. This study aims to identify the variables in a positive relationship with intrinsic, or self-determined motivation of teachers and teacher candidates based on the existing studies. It is also aimed to make suggestions on how to increase their intrinsic motivation from the perspective of self-determination theory. In this review study, qualitative document analysis method was used. 48 existing studies fulfilling the pre-determined criteria were reviewed and their results sections were analyzed to answer the research questions. Concerning the results, teachers’ and teacher candidates’ intrinsic motivation has an effect on competence in teaching, job satisfaction and retention, students’ motivation for learning, willingness to be involved in and sustain professional development, reduced teacher burnout, goal orientation, decrease in severity of reality shock, productive teaching style, and learning styles. Besides, in case three needs (for autonomy, relatedness and competence) are fulfilled, they are likely to become more intrinsically motivated towards the teaching profession. The results are significant in terms of presenting a frame for teachers’ intrinsic motivation and shedding light on the possible directions for future studies.Öğe An Action Research to Alleviate Speaking Anxiety of Prospective EFL Teachers(2024) Uysal, Derya; Gokçe, SevgıThis study was driven by the need to help freshman prospective EFL teachers control high foreign language speaking anxiety that was observed during the compulsory course of “Oral Communication Skills-I”. A 14-week action plan was designed to alleviate the foreign language anxiety (FLA) they felt while speaking and improve their speaking performance. Multiple sources of data were collected by means of quantitative and qualitative measures in order to evaluate the effect of the action plan on participants. Qualitative results demonstrated that the action plan positively affected their speaking performance, and self-confidence. Additionally, a slight decline in their speaking anxiety was revealed. On the other hand, a decline in their speaking performance was observed. Thus, despite the decline in their speaking performance, the action was useful in supporting socio-psychological factors that are significant determinants of speaking performance The study provides some clues for re-structuring the curriculum used in faculties of education. Despite the ample research on FLA in the EFL setting, existing research has little to report on FLA experienced by non-native prospective EFL teachers and majority of this research aims to find out the sources of FLA they experienced, so the study fills in a crucial gap in the related body of literature.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 AUTOMATIC CLASSIFICATION OF EFL LEARNERS' SELF-REPORTED TEXT DOCUMENTS ALONG AN AFFECTIVE CONTINUUM(Natl Technical Univ Ukraine Kyiv Polytechnic Inst, Fac Linguistics, 2022) Uysal, Derya; Uysal, Alper KursatThis study aims to place EFL learners along an affective continuum via machine learning methods and present a new dataset about affective characteristics of EFL learners. In line with the purposes, written self-reports of 475 students from 5 different faculties in 3 universities in Turkey were collected and manually assigned by the researchers to one of the labels (positive, negative, or neutral). As a result, two combinations of the same dataset (AC-2 and AC-3) including different numbers of classes were used for the assessment of automatic classification approaches. Results revealed that automatic classification confirmed the manual classification to a great extent and machine learning methods could be used to classify EFL students along an affective continuum according to their affective characteristics. Maximum accuracy rate of automatic classification is 90.06% on AC-2 dataset including two classes. Similarly, on AC-3 dataset including three classes, maximum accuracy rate of classification is 71.79%. Last, the top-10 features/words obtained by feature selection methods are highly discriminative in terms of assessing student feelings for EFL learning. It could be stated that there is not an existing study in which feature selection methods and classifiers are used in the literature to automatically classify EFL learners??? feelings.Öğe Breathing exercises' impact on test anxiety and self-esteem in a high-stakes centralized exam setting(Pergamon-Elsevier Science Ltd, 2025) Araci, Ayca; Uysal, DeryaBackground: While considerable research addresses test anxiety, a clear gap exists regarding the efficacy of brief, classroom-integrated breathing exercises on both test anxiety and self-esteem specifically in middle school students preparing for high-stakes, centralized exams. Methodological approach: Using quasi-experimental design, this study examined the effectiveness of an 8 week breathing exercise program on reducing test anxiety and enhancing self-esteem among 8th grade students who were preparing for the Turkish centralized exam. Data were collected through the Rosenberg Self-Esteem Scale, the Spielberger Test Anxiety Scale, and a qualitative questionnaire. Key results: Results revealed a significant negative correlation between test anxiety and self-esteem before the intervention. Post-intervention, mean test anxiety scores decreased by 5.05 points (SD = 2.15), from 44.90 to 39.85 (p < 0.01, Cohen's d = 0.41), indicating a statistically significant and small to moderate effect size. Self-esteem increased by a non-significant average of 0.7 points (p = 0.130). Implications: The current study demonstrates the value of integrating a structured breathing exercise program that included 12 distinct breathing exercises, and was delivered by a qualified therapist to reduce test anxiety in middle school students. However, the minimal impact on self-esteem suggests future studies should explore integrated stress management and self-esteem interventions using more robust designs.Öğe Eğitim fakültesi öğrencilerinin akademik güdülenmesi ve öğrenme stilleri(Anadolu University, 2023) Uysal, DeryaBu çalışmanın amacı öğretmen adaylarının akademik güdülenme türü ve öğrenme stili arasındaki ilişkiyi incelemektir. Araştırma tanımlayıcı ilişkisel modelde tasarlanmıştır. Araştırmanın katılımcılarını Alanya Alaaddin Keykubat Üniversitesi Eğitim Fakültesi'nde 9 farklı bölümde öğrenim gören 574 öğretmen adayı oluşturmaktadır. Verilerin toplanmasında iki araştırma aracı (Akademik Güdülenme Ölçeği ve Öğrenme Stilleri Envanteri) kullanılmıştır. Araştırma amacı doğrultusunda üç hipotez oluşturulmuştur ve hipotezlerde sunulan olası ilişkileri test etmek için SPSS programında pearson ki-kare bağımsızlık testi yapılmıştır. Sonuç olarak, ayrıştıran ve yerleştiren öğrenme stiline sahip öğretmen adaylarının baskın akademik güdülenme türü dışsal düzenleme iken, özümseyen öğrenme stiline sahip öğretmen adaylarının “bilme” güdülenme türüne sahip olma olasılıkları daha yüksektir. Ayrıca, değiştiren öğrenme stiline sahip öğretmen adayları “bilme” ya da “dışsal düzenleme” akademik güdülenme türünü tercih etmişlerdir. Son olarak, öğretmen adaylarının bölümleri ile akademik güdülenme türleri arasında anlamlı bir ilişki bulunamamıştır. Benzer şekilde öğretmen adaylarının bölümleri ve öğrenme stilleri arasında anlamlı bir ilişki bulunamamıştır.Öğe Integrating an educational chatbot in an undergraduate-level linguistics course: Cognitive load and student engagement(Elsevier Sci Ltd, 2026) Uysal, DeryaArtificial intelligence in education increasingly leverages chatbots to provide on-demand support across diverse academic contexts. This study examined a curriculum-aligned chatbot in Structure of English, a first-year ELT course, focusing on student engagement and endline cognitive load through a Cognitive Load Theory lens. The design was an embedded single-case study with three units of analysis: behavioral engagement, affective engagement, and endline cognitive load. Participants were first-year ELT majors at a public university. Instruments included interaction logs, per-interaction satisfaction ratings (1-5), the 10-item Leppink Cognitive Load Scale (alpha = 0.849), and two open-ended questions on effectiveness, limitations, and improvement. Results showed that students submitted 6010 prompts ranging from 1 to 332 words (similar to 1-2236 characters), indicating both quick checks and multi-sentence inquiries. Weekly chatbot use tracked the assessment calendar: after a quiet start, it stabilized (approximate to 250-500 queries/week) before the midterm, declined post-midterm, and surged sharply before the final (approximate to 2500), indicating that exam timing strongly shaped behavioral engagement. Mean satisfaction was 4.28/5. Perceived usefulness emphasized independent learning (anytime/anywhere clarification), syllabus-aligned explanations, and better usability than the coursebook. Limitations included typo sensitivity, coverage gaps, and occasional irrelevant or repetitive replies. Endline cognitive load scores were IL = 6.01 (high), EL = 3.64 (low to moderate), and GL = 5.89 (medium). In conclusion, a course-aligned, outside-class chatbot was associated with frequent, varied engagement and positive perceptions, while yielding a CL profile typical of dense, abstract content-high IL, low to moderate EL, and medium GL.Öğe The Relationship between Academic Motivation Types and Learning Styles of Pre-service EFL Teachers(2022) Uysal, DeryaThis study was conducted so as to reveal how pre-service ELT teachers’ learning style and motivation are associated. 198 pre-service teachers enrolled in the ELT department of Alanya Alaaddin Keykubat University in Turkey took part in the study. Data of the study was gathered via two research instruments that are Academic Motivation Scale and Learning Styles Inventory III. The scales were delivered to the pre-service teachers during tutorials in early first semester, Jan-Feb, 2022. Expected relationships in the hypotheses formulated were tested via Chi square test analysis in SPSS. According to the results, 4 hypotheses were confirmed; however, the second hypothesis was rejected. Therefore, the results revealed that gender differentiated motivation and learning styles of ELT student teachers. However, although year level differentiated motivation, it did not differentiate learning styles of ELT pre-service teachers. Last, motivation of ELT pre-service teachers differentiated their learning style. Results of the study are significant in terms of filling in the gap regarding the research on how motivation relates to learning styles of pre-service teachers.
