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Öğe Evaluation of the land use/land cover (lulc) change effects on land surface temperature (lst): a case study of kağıthane watershed(2024) Uygur Erdoğan, Betül; Sağlam, Reyhan; Yar, Rabia VildanAbstract Aim of study: This study was carried out to determine the effects of land use/land cover (LULC) change on land surface temperature (LST) using Landsat satellite images. Area of study: The study area is the Kağıthane watershed in Istanbul, where population growth and LULC changes are experienced most strikingly. Material and methods: Landsat 5 for 2002 and Landsat 8 for 2021 were used to investigate the relationship between LULC and LST and the correlation between NDVI and LST by the steps of classification of Landsat images to determine the change in LULC, estimation of normalized difference vegetation index (NDVI), calculation of the LST for 2002 and 2021. Main results: When the results were examined, the major increase and decrease were 1014.7 ha and 933.3 ha in urban and forest areas, respectively. The highest LST values related to LULC were observed in urban and open areas while the lowest values were observed in forest areas and water bodies. Besides, the lowest increase in LST was 0.6°C in forest areas, whereas the highest increase was detected in urban areas with 2.6°C. Research highlights: This study has shown the importance of protecting the forest areas in the watershed from fragmentation and how necessary it is to plan forests or green areas for cooling the urban climate.Öğe Enjoyment begets enjoyment: an experience sampling study on the impact of L2 teacher enjoyment on EFL learners’ learning enjoyment and willingness to communicate(2024) Solhi, Mehdi; Elahi Shirvan, Majid; Benlioğlu, BelkısWhile previous studies have separately explored learner and teacher emotions in the context of second or foreign language (L2) learning, their dynamic associations over time remain underexplored. Additionally, the impact of these reciprocal interplays on learners' communication intention has not been taken into scrutiny in L2 research. The present study investigated the relationships between trajectories of foreign language teaching enjoyment (FLTE), foreign language learning enjoyment (FLE), and L2 willingness to communicate (WTC). Using an experience sampling method, data were collected from 9 English instructors and 162 students over two weeks. The dynamic structural equation modeling analysis revealed significant positive changes in actual and perceived FLTE, FLE, and L2 WTC. Specifically, a reciprocal relationship was found between teacher and student enjoyment, with L2 students' high FLE levels correlating with higher L2 WTC. Although student-perceived FLTE remained stable, L2 teachers’ actual enjoyment fluctuated, being influenced by FLE and L2 WTC. Additionally, L2 WTC significantly impacted teacher enjoyment. On average, teachers with more development in FLTE had students with more development in their FLE and L2 WTC. Overall, the findings underscore the dynamic interplay between teacher and student emotions in L2 learning context and its consequent positive impact on learners' communication intentions. In closing, the findings are discussed in connection with educational theories, and implications are drawn for L2 teaching.Öğe The associations between EFL learners’ L2 class belongingness, emotion regulation strategies, and perceived L2 proficiency in an online learning context(2025) Yüksel, Hatice Gülru; Solhi, Mehdi; Özcan, Emrah; Giritlioğlu, Necla BurçinAlthough the sense of belongingness plays a major influence in fostering intrinsic motivation and psychological well-being, scant research attention has been given to English as a foreign language (EFL) learners’ belongingness in relation to peers and teachers and its outcomes in L2 learning contexts. Additionally, despite the importance of emotion regulation in L2 education, little is known about its role in mediating the impact of L2 belongingness on self-assessment of L2 proficiency in online L2 learning environments. Therefore, the present study used survey data to examine the associations between learners’ sense of class belongingness, their preferred emotional regulation strategies (reappraisal vs. suppression) and self-perceived English proficiency, in a sample of 191 Turkish EFL university students. Path analysis results indicated significant direct paths between social belongingness with peers and academic belongingness with teachers, respectively, and the emotional regulation strategy of reappraisal. Further analysis indicated a significant indirect association between social belongingness with peers and perceived L2 proficiency through the measure of reappraisal emotional regulation. There was also a significant indirect relationship via reappraisal between academic belongingness with teachers and perceived L2 proficiency. The results are discussed in connection with self-determination theory and social identity theory, and implications are drawn for teaching.Öğe Unveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: a structural equation modeling approach(2024) Kesen Mutlu, Aynur; Solhi, MehdiThe current study explored the association between EFL instructors’ cognitive flexibility (CF) and foreign language teaching anxiety (FLTA), with the mediating impact of emotion regulation strategies. In doing so, 330 participants (196 males and 134 females) voluntarily filled in a battery of scales. Results of a structural equation modeling analysis indicated that all facets of FLTA were negatively correlated with CF. Furthermore, the first component of emotion regulation, i.e., cognitive reappraisal, had a strong negative association with all facets of FLTA except time management challenges. The other component of emotion regulation, expressive suppression, exhibited significant positive correlations with all components of FLTA, except difficulties with time management. Next, we investigated how two components of emotion regulation strategies could potentially mediate the association between CF and L2 teaching anxiety. Results indicated that cognitive reappraisal mediates the relationship between CF and four sub-components of FLTA, viz., fear of negative evaluation, lack of student interest, teaching inexperience, and self-perception of language proficiency. Additionally, expressive suppression mediated the relationship between CF and the four components of FLTA. The findings are discussed in the context of educational theories, and implications are provided to enhance EFL instructors’ flexible cognition.Öğe A phenomenological inquiry into prospective EFL teachers' perceived sense of belonging in school placement(2023) Ünsal Görkemoğlu, Büşra; Solhi, MehdiABSTRACT: While the sense of belonging has seen a surge of interest in the field of social psychology, there has been a scarcity of research on the construct during school placement in initial teacher education (ITE) programs. The present study set out to explore the sense of belonging experiences of three prospective English as a foreign language (EFL) teacher during school placement along with the contributing factors involved in establishing a sense of belonging. The findings from exploratory focus group interviews with the participants and their graphic elicitation tasks revealed that interpersonal relationships and institutional factors possess essential roles in establishing a sense of belonging during school placement. Finally, pedagogical implications are discussed so as to enhance the effectiveness of school placement designs in ITE.Öğe Metacognitive experiences of EFL students as predictors of enjoyment, engagement, and performance in L2 writing(Routledge, 2024) Ünsal Görkemoğlu, Büşra; Karacan, Cemil GökhanMany studies have examined the contributory role of metacognition in promoting second/foreign language writing skills. While a plethora of L2 writing research has emphasized metacognitive knowledge and strategies, less attention has been given to metacognitive experiences that pertain to writers’ conscious thoughts, feelings, and self-judgments related to their enjoyment and engagement with the L2 writing task. This quantitative research set out to investigate the relationships among 125 Turkish EFL writers’ metacognitive experiences, task enjoyment, engagement, and performances in L2 writing. Data from questionnaires and L2 writing achievement scores revealed a statistically significant relationship among each construct. More specifically, metacognitive experiences were reported as strong predictors of L2 writing enjoyment and cognitive engagement in L2 writing tasks. Finally, pedagogical implications were discussed for L2 writing practices.Öğe The impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts(Springer, 2024) Solhi, MehdiThe present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners' in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners' in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.Öğe Modeling the association between EFL students’ boredom and enjoyment: The mediating role of teacher humor style(Tarbiat Modares University, 2023) Solhi, Mehdi; Kesen Mutlu, Aynur; Shirvan, Majid Elahi; Taherian, TaherehThis study sought to explore the association between English as a foreign language (EFL) students? foreign language learning boredom (FLB) and foreign language enjoyment (FLE) (i.e., personal enjoyment, teacher appreciation, and social enjoyment) as well as the mediating role of student-perceived teacher humor styles (i.e., affiliative, self-enhancing, aggressive, and self-defeating). In doing so, we firstly investigated the relationship between 229 (67 male and 162 female) Turkish EFL university students? FLB, FLE, and perceived teacher humor styles. We then probed to determine whether perceived teacher humor styles predict their FLB and FLE. The results indicated that all three indices of FLE had significant negative correlations with FLB. While affiliative and self-enhancing humor styles were significantly and positively correlated with FLE, they were negatively associated with FLB. Aggressive humor had only a significant negative correlation with the teacher appreciation subscale of FLE whereas self-defeating humor indicated a significant positive correlation with FLB. The results also showed that FLE could negatively predict FLB. Finally, the results of the mediation analysis indicated two significant mediation relationships which were significantly related to FLB through affiliative and self-enhancing humor. Implications are discussed in the context of teacher education.Öğe Modeling the association between EFL instructors' foreign language teaching enjoyment and humor styles(National Research University Higher School of Economics, 2023) Solhi, Mehdi; Shirvan, Majid ElahiBackground: Positive psychology in the field of applied linguistics has recently shifted its focus from L2 learners to L2 teachers as teachers have been revealed to be a pivotal external affordance for the emergence of learners' positive emotions such as enjoyment. Exploring the link between teacher-related constructs can provide deep insights into L2 teachers' emotional agency within L2 classroom context.Purpose: The current study seeks to examine the association between English as a foreign language (EFL) instructors' enjoyment of foreign language teaching (i.e., personal enjoyment, student appreciation, and social enjoyment) and humor styles (i.e., self-enhancing, affiliative, aggressive, and self-defeating humor styles).Materials and Methods: In order to examine this association, 244 (151 males and 93 females) Turkish EFL instructors voluntarily completed self-report scales measuring their foreign language teaching enjoyment and humor styles.Results: Results of the structural equation modeling (SEM) indicated that higher levels of student appreciation and social enjoyment are correlated with higher levels of affiliative and self enhancing humor. In addition, greater degrees of personal enjoyment, student appreciation, and social enjoyment are correlated with lower levels of aggressive humor, while self-defeating humor was unrelated to any of the enjoyment indices. There was also no significant gender difference for any humor styles.Conclusion: The findings are discussed in view of implications for teacher well-being.Öğe Exploring the role of an IBT-based Informal teaching practice at an edutainment centre on pre-service English language teachers(Springer, 2023) Karacan, Cemil Gökhan; Kesen Mutlu, AynurThe field experience in teacher education programs is limited to the formal teaching at assigned schools. However, there is a need for opportunities for pre-service teachers to practice teaching in other learning contexts. This multiple instrumental case study explored the role of an Inquiry-based Teaching-based informal teaching practice at an edutainment center on a group of 23 pre-service English language teachers. The data were collected through one-on-one semi-structured interviews, retrospective reflection papers and focus group interview. Findings showed that pre-service English language teachers gained valuable insights into different ways of managing the classroom and sustaining interaction with children. Furthermore, they increased their teacher awareness and became more autonomous teachers. The findings of this study have implications for teacher education program designers and teacher educators seeking to enhance the field experience of pre-service teachers.Öğe Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach(Routledge, 2023) Solhi, Mehdi; Derakhshan, Ali; Ünsal, BüşraThis study intended to explore the relations between 259 Turkish EFL students’ L2 grit (i.e. the persistence of effort and consistency of interest) and boredom coping strategies (i.e. cognitive approach, behavioural approach, cognitive avoidance, and behavioural avoidance) as well as the moderating role of their emotion regulation strategies, viz., reappraisal and suppression. The results of the structural equation modelling (SEM) indicated strong correlations between L2 grit and boredom coping strategies as well as emotional regulation and boredom coping strategies. Moreover, the correlation between L2 grit and emotional regulation was found moderately strong. Although L2 grit was entirely a strong predictor of boredom coping strategies, it was indicated to be a stronger predictor of cognitive approach to cope with boredom. Additionally, the results showed that L2 grit was a significant predictor of boredom coping strategies, whereas emotion regulation did not significantly moderate this prediction. Pedagogical implications are discussed regarding the significance of grit in L2 contexts.Öğe University students' level of boredom and their coping strategies in emergency remote education during the coronavirus pandemic(Inderscience Enterprises Ltd., 2023) Solhi, Mehdi; Önen, SerapThe purpose of this study was twofold: firstly, we investigated whether there is a difference between male and female university students' level of boredom and their boredom coping strategies (i.e., cognitive approach, behavioural approach, cognitive avoidance, and behavioural avoidance) in emergency online lessons during the COVID-19 pandemic, and secondly an attempt was made to examine whether the participants' academic level (i.e., freshman, sophomore, junior and senior) affects their boredom experiences and boredom coping strategies. A total of 201 undergraduate students from a Turkish state university participated in the study. Results indicated that the male university students experience higher levels of boredom than their counterparts. In addition, the female participants exhibited stronger inclination towards using both cognitive approach and cognitive avoidance than the males to strategically cope with boredom. Besides, the participants with different academic levels did not score differently in their level of boredom and they indicated a significant difference only in their behavioural avoidance in coping with boredom. Indeed, as the academic level of the participants increases, they exhibit a greater tendency to use behavioural avoidance to relieve boredom.Öğe Predicting pre-service English language teachers’ intentions to use augmented reality(Routledge, 2022) Karacan, Cemil Gökhan; Polat, MustafaAugmented Reality (AR) is a new-generation technology that shows video, picture, and animated 3 D objects over real-life scenes. Despite AR’s prevalence around the world, language teacher education programs are not prompt in the integration of digital educational tools. The present study explored the factors that predict pre-service English teachers’ intentions to use AR in their future language classes. For this purpose, a correlational research design was applied. The participants were exposed to an implementation process which included training on creating AR experiences as well as developing a stand-alone AR application and a discussion session on AR in language classes. Next, a 5-point Likert-type scale of Decomposed Theory of Planned Behavior (DTPB) was administered to pre-service English teachers (n = 141). Results indicated that attitude with a very high impact from perceived usefulness was the most significant predictor of participants’ intentions to use AR. On the other hand, facilitating conditions and ease of use were the least impactful factors. The findings offer implications for teacher educators, curriculum designers, teacher education program developers and teachers.Öğe Investigating Turkish pre-service English language teachers’ virtual teaching dispositions(European Knowledge Development (EUROKD, 2022) Karacan, Cemil Gökhan; Solhi, MehdiThe current study sought to investigate Turkish pre-service English language (EL) teachers’ virtual teaching dispositions (i.e., social, pedagogical, expert/cognitive, and virtual/technical presences) and the extent they are related to gender, age, and teaching status variables. The participants were 84 pre-service EL teachers drawn from a Turkish university, and data were collected through Welch and Napoleon’s (2014) virtual teaching disposition scale (VTDS). The results indicated a significant difference between the scores of male and female pre-service EL teachers in both social and virtual/technical presences. However, the participants did not exhibit a significant difference between pedagogical and expert/cognitive presences. Consequently, a one-way ANOVA was run to explore the role of the age variable on the participants’ virtual teaching disposition, with the results revealing a significant difference for only the pedagogical presence and expert/cognitive presence among the participants, whose ages ranged from 18 to 20, those aged 20-23, and those over the age of 24. Finally, the results revealed a significant difference between the scores in the expert/cognitive presence of the participants who teach English and those who do not. However, no significant difference was identified between the mean scores of the two groups in social presence, virtual/technical presence, or expert/cognitive presence.Öğe Professional identity trajectories of rural EFL teachers and their developmental needs(Children Research Center, 2022) Bekereci? Şahin, Melike; Savaş, PerihanThis paper presents a qualitative multiple case study on the professional identity development of English as a Foreign Language (EFL) teachers working at rural schools. The participants of the study as individual cases were five middle school teachers from four different geographical regions of Turkey. The research foci of the study were: (1) understanding the professional identity development experiences of rural EFL teachers, (2) examining the influence of teaching context on the professional identities of rural EFL teachers, and (3) identifying the needs of rural EFL teachers. The data collection tools were field visits, metaphor elicitation tasks, and semi-structured interviews. The findings of the study revealed the challenges of teaching English in a rural school, the training needs of rural EFL teachers, and the impact of teaching contexts on the practices of rural teachers. The findings of the study can be used to design preparation courses for pre-service EFL teachers and to plan professional development activities for rural EFL teachers.Öğe The relationship between self-regulated learning and EFL achievement in synchronous online language education(Asociacion Mexicana de Maestros de Ingles MEXTESOL A.C, 2022) Karacan, Cemil Gökhan; Yıldız, Merve; Atay, DerinThe present study highlights the significance of online self-regulated learning (SRL) in language education by investigating its impact on English as a foreign language (EFL) achievement. It focuses on the self-reported use of online SRL by focusing on six dimensions: goal-setting, structuring the environment, task strategies, time management, helpseeking, and self-evaluation, and potentially their power in predicting L2 achievement. Employing quantitative explanatory design, this study was conducted at an English preparatory class of a state university in Turkey with 91 undergraduate Turkish learners of EFL. Data were collected through a five-point Likert-type Turkish version of the Online Self-Regulated Learning Scale (Korkmaz & Kaya, 2012), initially developed by Barnard et al. (2009). As for the dependent variable of achievement, summative scores of two exams measuring both receptive and productive skills were gathered. The results suggest that the participants were medium to high level online self-regulated learners. Among the online self-regulation strategies, they report structuring their studying environment as the most frequent behavior, by seeking help from others and setting goals. The most significant positive correlation was observed between time management and goal-setting strategies, with a large effect size of d= 0.56. Our multiple regression model predicted 14% of the variance in language achievement scores; more specifically, employing help-seeking strategies was the strongest predictor of language achievement scores of Turkish EFL learners. The findings emphasize the importance of online self-regulation research and encourage online self-regulation implementation in the field.Öğe An investigation of the university students' beliefs on the unenviable reputation of Turkish students in learning English(International Balkan University, 2020) Solhi, MehdiThis study examined(1) whether there is a difference between male and female undergraduate English language teaching (ELT)students perception with regard to the reasons they attribute to the unenviable reputation of Turkish students in learning English, (2) to what extent the age of the ELT students accounts for attributing English learning failure of Turkish students to different reasons, and (3) whether the English language learning time of the ELT students can affect their attributing Turkish students' failure in learning English to any particular reason. A total number of 59 ELT students studying at different private and publicuniversities in Turkey completed a standardized form of Turkish Students' Failure in Language Learning Scale online. Results indicated no significant difference between male and female students perception with regard to attributing the reasons to Turkish students’ poor performance in learning English. Nor did age play a significant role in their attributing the failure to any particular reason. Besides, the time spent on learning English was not significantly a determining factor in ascribing the failure toany different reason.Öğe Mindfulness and sustainable consumption: Evidence from students in İstanbul(Richtmann Publishing Ltd, 2022) Kocapınar Batmaz, Fadime; Ergen, AhuWe are consuming more resources than ever, exceeding the planet's capacity for coming generations. This shows the important role of sustainable consumption for the planet. To understand consumption patterns mindfulness may be regarded as an indicator that helps people gain insight into their true selves, which leads them to stay away from materialistic tendencies. Therefore, the objective of this study is to explore the effects of mindfulness training on the sustainable consumption perceptions of university students. In this qualitative study, a two-month mindfulness training is given and two focus group studies are conducted. Results suggest that mindfulness training has an impact on people's perceptions related to consumption. The findings of this study can serve as proof for the transformational effect of mindfulness on people's overall mood and subjective wellbeing.Öğe The effect of pranayamic breathing as a positive psychology exercise on foreign language learning anxiety and test anxiety among language learners at tertiary level(Frontiers Media S.A., 2021) Taşan, Mürselin; Mede, Enisa; Sadeghi, KarimThis study investigated the impact of pranayamic breathing (PB) as a positive psychology exercise on mitigating foreign language anxiety (FLLA) and test anxiety (TA) of undergraduate English students studying at a Turkish university. Additionally, the study examined the effects of PB on academic achievement in listening and reading comprehension skills of the participants as well as exploring learners' and their instructor's perceptions of using PB techniques in their classrooms. The sample consisted of 140 sophomore English language learners. Two intact classes, each comprising 70 participants, were selected as the experimental and the control group using convenience sampling. Two basic PB techniques, Nadi Shodhana Pranayama and Bhramari Pranayama, were implemented to the experimental group on a weekly basis for a total of 7 weeks. In this mixed-method study, the quantitative data were gathered using English Language Learning Anxiety Scale, Foreign Language Test Anxiety Scale, and listening and reading achievement pre- and post-tests, while the qualitative data were collected using semi-structured interviews, and the teacher's reflective journal. The findings revealed that the implementation of positive psychology technique of pranayama breathing mitigated the FLLA and TA levels significantly and also improved listening and reading comprehension skills of the participants to a considerable extent. The findings also demonstrated that both the students and their instructor perceived PB implementation as a useful and a practical medium in alleviating the anxious feelings, promoting the general class atmosphere and regulating daily habits despite the implementational challenges shared by the instructor.Öğe In search of keeping good teachers: Mediators of teacher commitment to the profession(Selcuk University, 2021) Eğinli, İlknurTo better understand teacher retention, the thrust of the study was to investigate the relationships among principal support, teacher efficacy, collective efficacy and practicing teachers' commitment to the profession. This study was designed to test the mediating role of teacher and collective efficacy beliefs on teacher commitment facilitating three mediation models. Data come from 260 public school teachers in the Washington DC area, aged between 20 and 69, who completed three questionnaires through which a predictive and mediation model of teacher commitment was tested. Teacher efficacy and collective efficacy beliefs were hypothesized to mediate the relations between the principal support and teachers' commitment to teaching profession. Mediation regression modelling was used to test and validate these three models across the sample of K-12 teachers. Teacher collective efficacy beliefs were found to be partially mediated the relationship between principal support and teacher commitment to teaching profession whereas general teacher efficacy and personal teacher efficacy did not mediate the relationship between principal support and teachers' commitment to the profession of teaching. The measures in this study can be used to guide professional development and measure how successful attempts are to increase teacher commitment.
