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https://hdl.handle.net/20.500.12507/158

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Applying the role critical pedagogy in ELT through art and drama
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Cebeci, Mustafa Ahmet
This study explores the role of critical pedagogy in English Language Teaching (ELT) through the mediums of art and drama, drawing on Paulo Freire's principles of fostering critical consciousness among learners. By integrating the challenging and thought-provoking artworks of Mona Hatoum, this research aims to delve into how art and drama can enhance critical thinking, cultural awareness, and social justice in ELT settings. The methodological approach is quantitative and qualitative, situated within the interpretive research paradigm, and focuses on the experiences, beliefs, and interpretations of 18 participants aged 23 to 24 enrolled in an ELT program. These participants were purposively selected for their interest in art as a medium for language learning and their willingness to engage in reflective practices, with a diversity of linguistic and cultural backgrounds considered to enrich the interpretive depth of the study. Data collection methods include critical pedagogy principles scale, reflective journals, semi-structured interviews, and participant observations during workshops and discussions. These instruments are designed to capture the participants' reflective processes and interpretations of Hatoum's artworks, their emotional and cognitive responses, and the impact of these experiences on their language learning and critical thinking skills. The study also examines how engagement with art and drama influences participants' understanding of cultural and social issues. Through thematic analysis of the collected data, the research aims to identify recurring themes, patterns, and insights that emerge from the participants' reflections and interpretations. This analysis is guided by principles of reflexivity to ensure an accurate representation of participants' experiences. Ethical considerations, including informed consent and confidentiality, are rigorously adhered to, with approval obtained from the institutional review board. The inclusion of art analysis, drama workshops, and reflective sessions is intended to provide participants with a comprehensive understanding of critical pedagogy and Mona Hatoum's art, enhancing their analytical skills and fostering a deeper, experiential comprehension of socio-political issues. This study contributes to the field of ELT by demonstrating the potential of art and drama to facilitate a more engaging, reflective, and transformative learning experience, aligned with the goals of critical pedagogy.
A study on elt teachers’ well-being and their professional autonomy
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Sancar, Ali Murat
This study aims to analyze the relationship between ELT Teachers’ well-being and their professional autonomy. The challenges that teachers face both in professional life and personal life effect their psychological and physical health and this effects their teaching processes directly. Especially when English teachers’ carry out the multi tasks that are required for global language teaching, it is important that they should feel high levels of motivation, flexibility and autonomous in their profession. In this respect, this study aims to determine the relationship between ELT Teachers’ well-being and their professional autonomy. This study was conducted in a quantitative way. The data were collected from 143 English teachers working in Kayseri province, by using Teachers’ Well-Being Scale (TWBS) and Teachers Professional Autonomy Scale (TPAS). Findings Show that teachers have high levels of well-being and professional autonomy perception. However, there is no significant and positive relationship between their well-being and professional autonomy level. When it comes to demographic variables; age, years of teaching and graduation level has significant differences but gender, institution type and teaching level has no significant differences. The collected data has revealed that teachers’ professional autonomy effects their well-being in a positive way. Accordingly, it is suggested as important strategies to support teachers’ professional development, to involve them in the decision making process and improve their working conditions.
The effect of efl teachers’ professional identity on their ecological assessment agency
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Öztutuş, Önder
EFL teachers’ ecological assessment agency has been significantly influenced by the complex nature of learning and teaching as well as the high demands of globalized world. As a result of this, prescribed curricula and standardized student assessment can consistently challenge teachers’ assessment agency. Despite the rising interest in the role of teachers’ agency, there is a limited investigation on EFL teachers' ecological assessment agency. Besides, there is an emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. Applying a correlational survey research, the study aimed to determine whether EFL teachers’ professional identity has an effect on their ecological assessment agency. This research also examined whether EFL teachers’ professional identity and their ecological assessment agency vary related to gender, academic degree, the type of school in which EFL teachers work, work experience, and EFL teachers’ membership of a professional development community. This study involved 268 EFL primary, secondary and high school teachers working in state and private schools in Diyarbakır. These participating teachers were selected by the convenience sampling. Data were gleaned by “Personal Information Form”, “Teacher Ecological Assessment Agency (TEAA) Questionnaire” (Ghiasvand et al., 2023), and “English Language Teacher Professional Identity Scale” (ELTPIS) (Mahmoodarabi et al., 2021). The collected data were analysed by SPSS 27. The findings of the study indicated that EFL teachers’ professional identity significantly and positively affects their ecological assessment agency. The study found that EFL teachers’ ecological assessment agency was significantly different regarding work experience, academic degree, and membership in a professional development community. The study also indicated that EFL teachers’ professional identity was significantly different regarding academic degree and membership in a professional development community.
Exploring the relationship between teachers’ innovative behavior and artificial intelligence – technological pedagogical content knowledge (ai-tpack)
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Çevik, Tuğbanur
This study explores the relationship between English as a Foreign Language (EFL) teachers' Artificial Intelligence-Technological Pedagogical Content Knowledge (AI-TPACK) and their innovative teaching behaviors in the Çukurova Region of Türkiye. Utilizing a quantitative, correlational research design, data were collected from 152 in-service EFL teachers through AI-TPACK and Innovative Work Behavior (IWB) scales, along with demographic information. The results revealed a generally high level of AI-TPACK proficiency and a moderately high level of innovative work behavior among participants. Statistically significant differences in AI-TPACK scores were observed based on educational attainment, school type, and age, with younger, more educated, and private school teachers reporting higher AI-TPACK levels. However, demographic factors such as gender, age, and teaching experience showed no significant differences in innovative behavior levels. Importantly, a positive and statistically significant correlation was found between AI-TPACK knowledge and innovative work behavior.
Exploring the digital competences of efl teachers according to the European digital competence framework
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Bozak Doğan, Ayşe
Bu tez, Türkiye’deki üniversitelerin Yabancı Diller Yüksekokullarında görev yapan İngilizce öğretim elemanlarının dijital yeterlilik düzeylerini Avrupa Dijital Yetkinlik Çerçevesi (DigCompEdu) doğrultusunda incelemeyi amaçlamaktadır. Araştırmada, öğretim elemanlarının dijital teknolojileri öğretim süreçlerine nasıl entegre ettikleri ve bu yeterliliklerinin cinsiyet, yaş, öğretim deneyimi, eğitim geçmişi ve üniversite türüne göre farklılık gösterip göstermediği araştırılmıştır. Karma araştırma deseninin benimsendiği çalışmada, nicel veriler DigCompEdu Ölçeği ile toplanmış ve istatistiksel analizlerle değerlendirilmiştir; nitel veriler ise yarı yapılandırılmış görüşmeler yoluyla elde edilmiş ve içerik anaiizi ile yorumlanmıştır. Bulgular, katılımcıların genel olarak B1 (Bütünleştirici) düzeyinde yer aldığını ve bu düzeyin öğretmenlerin dijital araçları temel düzeyde entegre edebildiklerini ancak ileri ve yaratıcı kullanımlarda sınırlılıklar yaşadıklarını ortaya oyduğunu göstermektedir. Sonuçlar, öğretmenlerin dijital pedagojik yetkinliklerinin geliştirilmesi amacıyla profesyonel gelişim programlarının önemine vurgu yapmaktadır.
Exploring the relationship between efl teachers’digital competency and work engagement
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Demir Alışkan, Hasibe
The study aims to discover the link between digital literacy and the motivation of English as a Foreign Language teachers in Türkiye. Teachers of English as a Foreign Language are now required to use numerous digital tools and continue to stay motivated and tough emotionally. Using a mixed-methods design, data were collected from 150 teachers in public and private schools in Mersin through validated surveys and semi-structured interviews. Quantitative results showed that teachers had moderate digital competency across all dimensions of the DigCompEdu framework. Significant differences were found in digital competency scores based on age, teaching experience, institution type, and education level, while no significant differences were observed regarding gender or teaching level. Teachers also reported high work engagement, with slight demographic differences across its dimensions (vigor, dedication, and absorption). A low but statistically significant positive correlation was found between digital competency and work engagement, suggesting that more digitally competent teachers tend to be more professionally engaged. Qualitative findings supported the results, showing that institutional support, professional development, and personal attitudes toward technology influence both digital skills and emotional commitment. These findings support the fact that digital competency and professional engagement are closely linked among EFL teachers in Türkiye.
Echoes across borders: a study on the interplay between international posture and personality traits among translation and interpreting students
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Akkuzu, İnci
This study investigates the relationship between international posture and personality traits among undergraduate students enrolled in a translation and interpreting program at a university located in the Mediterranean region of Türkiye. The sample consisted of 147 students from Çağ University who participated by completing an online survey, which included the International Posture Scale (Yashima, 2009) and the Big Five Inventory-2 (Soto, C. J., & John, O. P., 2017). Additionally, a demographic information form was used to analyze the influence of contextual variables. The findings revealed that personality traits such as openness to experience and extraversion are significant positive predictors of international posture. Hierarchical regression analyses also indicated that while certain demographic factors (e.g., school year, parental education) have limited predictive power, personality traits offer a stronger explanatory framework for understanding students’ global orientations. These results underline the importance of fostering personality development and intercultural awareness in translator training programs. However, the study is limited by its reliance on self-report instruments and its focus on a specific student population. Future research could adopt longitudinal or mixed-method designs to explore how international posture evolves over time in response to educational interventions. The study highlights the need for integrating global communication competencies into language and translation education to cultivate internationally minded professionals.
Investigating the relationship between social-emotional foreign language learning and intercultural communicative competence of university efl students
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Yalçın, Toprak
This study investigated the relationship between social-emotional foreign language learning and intercultural communicative competence of university EFL students. Students’ perceptions were assessed through Zaimoğlu’s (2018) “Social-Emotional Foreign Language Learning Scale” and Mirzaei & Forouzandeh’s (2013) “Intercultural Communicative Competence Questionnaire”. Besides, students’ demographic information was also explored under gender, age, English level, university, university department, high school background, high school department, abroad experiences. Participants of this study are 255 preparatory school university students from Mersin. The findings concluded high level of competences in decision-making and social-relations and moderate level of competence of self-regulation. Moreover, demographic results also revealed significant statistics regarding gender in social-relations. On the other hand, students’ ICC level were found as moderate and demographic results informed that foundation university students had higher Skills than public university students. Furthermore, Pearson r correlations revealed significant and positive relationship between SEFLL and ICC and demonstrated a clear understanding of an awareness between the relationship without vaguely gesturing.
Exploring Turkish efl teachers’ perceptions and classroom practices regarding intercultural communicative competence
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Demir, Uğur
The ability to utilize a foreign language effectively in linguistic, sociolinguistic, and pragmatic circumstances is known as Communicative Competence (CC). By incorporating cultural awareness into communication, Intercultural Communicative Competence (ICC) builds upon CC. This study investigates the viewpoints and instructional strategies of English language instructors in Turkish public schools with relation to incorporating ICC into their curricula. The survey created by Sercu (2005) was used to gather information from 127 educators in the province of Niğde. Descriptive analysis, t-tests, Kruskal-Wallis H, and Mann-Whitney U tests were among the statistical techniques used. The results show that instructors generally have a positive view of the benefits of ICC, although classroom activities are still primarily conducted in an instructor-led environment. Experiences with Erasmus+ and eTwinning were found to have a considerable impact on ICC practices, but not beliefs. Teachers' views and practices were also greatly influenced by their desire to interact with people from other cultural backgrounds. The study's conclusion highlights the need for more research in this field and offers pedagogical implications for curriculum designers and language teachers.
The implementation of drama in language teaching: exploring its effects on efl learners' attitudes and self-efficacy at the high school level
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Çankaya, Mazlum
Drama, a form of artistic expression with roots in antiquity, is frequently utilized in educational contexts for diverse purposes and is widely regarded as a means to enhance students' learning experiences. This study investigates the potential impact of drama-based activities on high school students' attitudes toward learning English and their self-efficacy beliefs regarding English language acquisition. Employing a mixed-methods research design, the study integrates both quantitative and qualitative approaches. Quantitative data were collected through the administration of two pre-test and post-test questionnaires: one measuring attitudes toward learning English as a foreign language and the other evaluating self-efficacy beliefs across the four language skills. Qualitative data were gathered using face-to-face semi-structured interviews, student diaries, and observation forms, aiming to explore how drama-based activities influence the attitudes and self-efficacy beliefs of the experimental group. A purposive sampling method was used to select 36 students from a private high school, who were subsequently divided into experimental and control groups. The intervention spanned an eight-week period. The quantitative results indicate that drama-based activities positively influence high school students' attitudes and self-efficacy beliefs toward English language learning when comparing the experimental and control groups. However, within the experimental group, while improvements in attitude levels were observed between pre-test and post-test measurements, these changes were not statistically significant. In contrast, the qualitative findings derived from semi-structured interviews and student diaries reveal overwhelmingly positive perceptions of drama-based activities among participants. In summary, the findings suggest that drama-based activities can foster a positive transformation in students' attitudes and self-efficacy beliefs regarding English language learning. The study highlights the potential of drama as an effective pedagogical tool in language education, advocating its inclusion in curricula to enhance learning outcomes.
Exploring the role of self-efficacy beliefs of efl teachers on their job crafting behaviours
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Sancar, Beyza
The purpose of this research is to investigate how the self-efficacy beliefs of English as Foreign Language (EFL) teachers relate to their job crafting behaviours and to what extent self-efficacy beliefs predict job crafting behaviours. Additionally, the study examines the differences in these constructs based on demographic factors including age, professional experience, educational background, and institution type. 131 EFL teachers in Kayseri took part in the research, and data was gathered using the "Job Crafting Scale" (JCS) and the "Teachers' Self-Efficacy Beliefs Scale" (TSES). Descriptive analysis, Pearson correlation analysis, one-way ANOVA, independent samples t-tests and simple linear regression analyses were used to analyze data. The results revealed an important affirmative relationship between EFL teachers' self-efficacy beliefs and their job crafting behaviours. Regression analysis displayed that self-efficacy beliefs considerably estimated job crafting behaviours, indicating that higher self-efficacy beliefs lead to higher engagement in job crafting behaviours. ANOVA results indicated remarkable differences in self-efficacy beliefs and job crafting behaviours based upon years of experience and educational background, while no significant differences were observed based on gender and age. The findings underline the significance of fostering self-efficacy beliefs via targeted professional improvement programs to enhance teachers' job crafting behaviours. Designing in-service training programs to develop teachers' professional skills is advised in this situation. The study offers insightful information that helps teachers become more proficient in the area of English Language Teaching (ELT) and raise student accomplishment.
An exploration of principals’ leadership characteristics and teacher self-efficacy through the lens of elt teachers
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Apçin, Şükriye Esin
This study aims to explore the effect of school principals’ leadership characteristics on English teachers’ self-efficacy levels. The research was conducted with a total of 168 English teachers working in various primary, secondary and high schools in Mersin, Türkiye. Data were collected through Rating of Principal Characteristics (RPC) (Walker, 2011) and Teachers’ Sense of Efficacy (TSES) (Tschannen-Moran & Hoy, 2001) scales. The findings indicated that principals who exhibit strong leadership qualities can positively influence teachers’ confidence in their instructional abilities. Moreover, regression analysis demonstrated that leadership perceptions significantly predict self-efficacy levels. The results show the important role of school principals in supporting and enhancing teachers’’ professional competence. Despite these contributions, the study is limited by its geographic scope as it focuses solely on ELT teachers in Mersin. This may affect the generalizability of the findings. Future research could investigate these relationships in different educational and cultural contexts. The study’s implications suggest that school principals should adopt leadership practices that prioritize teacher support, collaboration and professional development as these factors play a key role in enhancing both teacher efficacy and overall educational quality.
Exploring the effect of social justice on cultural sensitivity among middle school English language teachers
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Küçükbayrak Çekiç, Dilşad
This research investigates how social justice and cultural sensitivity are related within the framework of critical pedagogy in secondary schools in Şanlıurfa, Türkiye, a city famous for its rich cultural diversity. The study is based on the principles of critical pedagogy and examines how English language teachers’ ideas about social justice affect their cultural sensitivity in classrooms filled with multicultural dynamics. The research also sheds light on how demographic factors such as educational qualifications, professional development, age, and educational experience affect cultural sensitivity practices of social justice. In this research, a quantitative approach was used with validated measurement tools for cultural sensitivity and social justice. Descriptive, inferential, correlational and regression statistical analyses were used to determine the perceptions of participants, differences between demographic variables, and the effect of social justice perception on cultural sensitivity. The findings, which showed a strong predictive relationship between feelings of social justice and cultural sensitivity, emphasized how important it is for educational environments to be equitable and inclusive. This study aims to contribute to the growing literature on inclusive education by considering cultural sensitivity and social justice within the broader context of critical pedagogy. It also provides important insights for teacher training programs, curriculum reforms, and educational policy development.
The effect of efl teachers’ mindfulness in teaching on their ecological agency
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Anlayışlı, Cemre
The responsibilities of teachers and students have been profoundly impacted by shifting attitudes in language instruction. Teachers’ role as mentors has changed to include encouragement of students’ flexibility and ingenuity. Within this context, the development of EFL teachers’ ecological agency and mindfulness in teaching has garnered increasing attention. Employing a Correlational Survey Research design, this research sought to explore the impact of mindfulness in teaching on EFL teachers’ ecological agency. Furthermore, it set out to examine the levels of mindfulness in teaching and ecological agency among EFL teachers. The study also sought to investigate if these teachers’ mindfulness in teaching and ecological agency vary based on age, gender, English majors, educational degree, and teaching experience. The study was carried out in Mersin, Turkey with 268 EFL teachers in state and private schools that work at the elementary, middle, and high schools levels. Participants were selected through convenience sampling. The instruments used included a Personal Information Form, the Mindfulness in Teaching Scale (Frank et al., 2016), and the Teacher Ecological Agency Questionnaire (Ghamoushi et al., 2022). Quantitative data were analyzed via SPSS 27 by employing descriptive statistics, T-Test, One-Way ANOVA, and Simple Linear Regression Analysis. The results showed that mindfulness in teaching has an effect on teacher ecological agency in a positive way. The study found that EFL teachers ‘often’ exhibit mindfulness in teaching and they ‘usually’ demonstrate ecological agency. Finally, the findings emphasize that gender contributes to EFL teachers’ Intrapersonal Mindfulness.
Empowering teachers as agents of change: English language teachers’ proactive personality through job crafting
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Ekinci, Nurşin
This study was conducted to examine the role of EFL teachers’ proactive personality through their job crafting considering their levels of work engagement. The data of this study obtained from the teachers working in the Schools of Foreign Languages at foundation and state universities in Çukurova Region, Türkiye, was carried out in accordance with mixed methods. Through data collection, three questionnaires, measuring EFL teachers’ proactive personality, job crafting, and levels of work engagement, in the quantitative dimension of the study, and following the quantitative dimension, semi-structured interviews in the qualitative dimension were carried out. Within the scope of research questions in this study, descriptive, correlational, and simple linear regression analyses were performed to analyse the quantitative data, and content-based and descriptive analyses were conducted to analyse the qualitative data. The findings of this study primarily showed that EFL teachers’ proactive personality significantly predict their job crafting; however, their proactive personality has no significant role as a predictor for their levels of work engagement in the quantitative dimension of the study since there is no significant relationship between EFL teachers’ proactive personality and work engagement. On the contrary, the qualitative dimension of the study revealed that the teachers’ proactive personality impacts their work engagement through job crafting. To conclude, the results of this study were discussed within the framework of previous research conducted in the literature
The perception of efl teachers’ metaverse integration: a case study in English language
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Bağcı, Zehra
The 21st century has imposed significant demands on educational environments, making the incorporation of modern technological tools, such as Metaverse technology, important for English language teaching (ELT). EFL instructors bridge over these two variables as initiators and guides regarding the coherence between language acquisition and the metaverse as a dynamic tool. To create a modern teaching environment, language instructors need to acquire awareness about their own perceptions in order to make use of Metaverse and its equipment, and these perceptions lead them to appropriate practices for their own contexts. It is crucial to equip language teachers with the necessary practical skills and support systems for effectively integrating Metaverse technology into their teaching practices. On the contrary, problems in technology infrastructure, insufficient training, and unequal access represent the converse aspect. To address these challenges and maximise the potential of new technology in education, the study underscores specialised professional programs and policy alterations. Therefore, this study examines the viewpoints and actions of EFL instructors in Turkey working in private high schools concerning the integration of metaverse technology by employing comprehensive research methodology methods, both quantitative and qualitative approaches. With the participation of a total of 16 teachers of English as a foreign language, this study focuses on the creation of immersive, interactive, and collaborative learning environments. For collecting data, seminars were implemented, and interviews and questionnaires were administered before and after the seminar. Additionally, the qualitative data from the interviews were analysed through content analysis in parallel with the survey results. Quantitative data were analysed using non-parametric tests of the Social Sciences Statistics Package (SPSS) and compared with each other to obtain differences. The results were concluded holistically from the perspective of the methods used in Metaverse trainings, pre- and post-surveys, and post-interview analyses. For this purpose, the study focuses on the use of the metaverse and teachers' perceptions of integrating this new technology into their lessons. Current theories, approaches, and models have determined that the metaverse platform can serve as an effective language learning environment. It shows the importance of teachers' participation in in-service training programs updated with new technologies and the progress in the process of developing their perceptions. In addition, the findings discuss certain problems related to the use of metaverse technology as a language learning platform
Exploring the perceptions of efl teachers towards using mobile applications as instructional tools
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Kireç, Veysel
The current study investigated English as a Foreign Language (EFL) teachers' perceptions of using mobile applications as instructional tools and whether that perception differed based on age, gender, teaching experience, or school level. The study was conducted in public schools in Siirt, Turkey, with 159 EFL teachers from different demographic backgrounds. A descriptive, cross-sectional design was used, and data were collected by the Mobile Learning Perception Scale (MLPS). Potential differences were determined using parametric tests (T-test and ANOVA). The results showed that teachers generally viewed mobile applications positively and recognized their potential to enhance the language learning process beyond the traditional classroom context. In addition, no statistically significant differences were found according to the demographic factors, which suggests that positive perceptions transcend age, gender, experience, and school level. Overall, the findings of this study provide evidence supporting that EFL teachers perceive the emerging applications of mobile education as a valuable resource for instruction and highlight how the use of mobile-set strategies for this purpose has the potential for enriching and diversifying language education.
Investigating efl teachers’ subjective well-being in Turkish context
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2024) Sümer, Sude
This study investigates the subjective well-being of English as Foreign Language (EFL) instructors in Turkey, with a particular emphasis on the variables that affect the teachers' general well-being and job satisfaction. A validated subjective well-being scale was used to gather data from 172 EFL teachers using a quantitative study approach. The study looks into the connections between well-being and number of demographic factors, including gender, age, kind of school, and grade level taught, and well-being. Key findings show that, on average, EFL teachers in Turkey have a moderate level of well-being, with important influences coming from possibilities for professional growth, work-life balance, and family relationships. The study also emphasizes discontent with responsibilities, financial situations, and technological proficiency. Factors including age, gender, and type of school did not significantly affect the subjective well-being, despite small variances. These findings highlight the value of fostering a supportive work environment and implementing interventions to promote the well-being of teachers, as doing so can boost the caliber of instruction and improve student outcomes.
The relationship between efl learners’ academic perfectionism and their foreign language engagement
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Çiftkoç, Mercan
Personality traits play a significant role in language development. Since the introduction of positive psychology in education, there has been a flourishing of research into psychological constructs which have become increasingly important in the realm of language instruction. Therefore, there has been an increase in studies on academic perfectionism and students’ engagement in foreign languages. This survey-based research aimed to examine whether academic perfectionism and foreign language engagement of EFL learners are significantly correlated. The study also sought to assess their level of academic perfectionism and foreign language engagement. Additionally, it aimed to investigate whether EFL learners’ academic perfectionism and their foreign language engagement differ by age, gender, department and years of learning English. 275 EFL learners who learn English as a foreign language (EFL) at the School of Foreign Languages in a foundation university participated in this study. They were chosen by using convenience sampling. In this quantitative study, data collection tools were the “Personal Information Form” created by the researcher, “Academic Perfectionism Scale” developed by Odacı et al. (2017), and the “Language Learner Engagement Scale” developed by Oruç and Demirci (2020). The gathered data were analysed by using SPSS 24. The findings indicated that EFL learners agree that they actively demonstrate engagement in their foreign language classes; however, there is no relationship between EFL learners’ academic perfectionism and their foreign language engagement. The study also found that EFL learners’ academic perfectionism and their foreign language engagement significantly differ by gender.
The relationship between social-emotional competencies and uncertainty management in the efl context
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Kırmacı, İpek
With the developments in education, social-emotional competencies have begun to take their place among the basic skills that individuals need to acquire in their education processes. In recent years, there has been an increase in research examining incorporating social-emotional learning into various educational areas, such as language learning. Language learning is a challenging experience filled with uncertainties arising from academic and social processes. Managing these uncertainties effectively significantly impacts students' language learning progress and emotional well-being. However, studies on uncertainty management, especially in foreign language learning, and the relationship between social-emotional competencies and uncertainty management remain limited. In this context, the study aimed to examine the social-emotional competencies of university students in English preparatory classes, their strategies for coping with uncertainty, and the relationship between these two factors. For this purpose, the “Social and Emotional Foreign Language Learning Scale” developed by Zaimoğlu (2018) was used to measure students' social and emotional language learning abilities, and the "Uncertainty Management Scale" developed by Dağtaş (2018) was used to evaluate their uncertainty management. The research was conducted with 121 preparatory students at Çağ and Çukurova Universities in Turkey during the 2022-2023 academic year. The results indicated that students generally demonstrate a positive attitude by effectively evaluating their social and emotional competencies and using various strategies at a moderate level to cope with uncertainty. Additionally, it was determined that these strategies differed according to demographic factors such as gender and English language proficiency levels. Certain relationships between SEFLLS and UMS overall scores were also identified, revealing that social-emotional competencies and uncertainty management play an important role in the language learning process.

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