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ÇEVRİMİÇİ ÖĞRENMEDE ÜRETKEN YAPAY ZEKÂ DESTEKLİ SOHBET ROBOTUNUN TASARLANMASI VE DEĞERLENDİRİLMESİ

(Eğitim Bilimleri Enstitüsü, 2026-08-11) Altun Emrah; Bilgisayar ve Öğretim Teknolojileri

Online learning has become one of the most widely adopted approaches in contemporary education, though it presents challenges such as the transactional distance experienced by learners. Generative AI-powered chatbots, with their capacity for instant feedback and personalized support, have been regarded as potential tools for reducing this distance. This study aimed to examine the effect of a generative AI-powered chatbot on transactional distance in online learning and the dynamics shaping this effect. The study was conducted in two phases: a chatbot was first designed and developed through design-based research, then evaluated using an explanatory sequential mixed-methods design examining usage data, perceptions of transactional distance, and student experiences. Results showed that transactional distance was lower in learner-interface, learner-content, learner-instructor, and learner-environment interactions in the online learning environment where the chatbot was present, with no significant difference in learner-learner interaction. Message intensity emerged as the only consistent predictor of transactional distance, specifically in learner-instructor and learner-environment interactions. Qualitative findings revealed that, depending on usage intensity, students differed in how they positioned the chatbot in the learning process, the trust they placed in it, and the social meaning they attributed to it. Overall, the findings suggest that generative AI-powered chatbots can reduce transactional distance while reconfiguring the theory's dialogue and autonomy components; accordingly, the study proposes an extension to Transactional Distance Theory through the concepts of learner-driven dialogue and operational and cognitive autonomy.

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YABANCI DİLE MARUZİYETİN İNGİLİZCE PERFORMANS PUANLARINA ETKİSİNDE FARKLI DEĞİŞKENLERİN ARACILIK ROLÜ

(Eğitim Bilimleri Enstitüsü, 2026) Defne Kılıç Gürbüz; Eğitim Bilimleri

This study aims to examine the effects of exposure to a foreign language across various contexts on high school students’ achievement in the four English language skills measured in their English courses: reading, writing, listening, and speaking. The mediating roles of foreign language anxiety, grit, and foreign language enjoyment in the relationship between foreign language exposure and students’ performance scores in these four core language skills were investigated through parallel multiple mediation models. After obtaining approval from the Hacettepe University Graduate School of Educational Sciences Ethics Committee and permission from the Ministry of National Education, data were collected using valid and reliable scales from 1,329 10th- and 11th-grade students attending Anatolian high schools in Ankara. Following data cleaning and matching procedures, the analyses were conducted with 1,231 students. The internal consistency of the measurement instruments was confirmed using Cronbach’s alpha (α) and McDonald’s omega (ω) coefficients. The analyses were carried out using the SPSS PROCESS Macro developed by Andrew F. Hayes, with a parallel multiple mediation model based on 5,000 bootstrap samples and a 95% confidence interval. JASP software was also used during the data analysis process. The study employed a correlational survey design. The findings showed that students’ English achievement was positively and significantly associated not only with classroom-based learning processes but also with out-of-class language exposure. The parallel mediation analyses revealed that foreign language anxiety, grit, and foreign language enjoyment displayed different mediation patterns depending on the language skill examined. These results suggest that the relationship between foreign language exposure and academic achievement operates through a complex mechanism involving affective and individual characteristics.

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Yabancılara Türkçe Öğretimi Ders Kitaplarında Çekimli Anlam Ünitelerinin Gramer Hiyerarşisi Bakımından Farklılaşması

(Eğitim Bilimleri Enstitüsü, 2026) Murat Kalaycı; Türkçe Eğitim

The purpose of this research is to determine how inflectional semantic units in Turkish textbooks for foreigners are handled across A1–C1 levels in terms of grammatical hierarchy, and to identify the outcomes resulting from this approach. The study was conducted using qualitative research methodology. Descriptive analysis was employed for data analysis. Document analysis and focus group interviews were utilized as data collection instruments. Through the focus group interview method, data were gathered from instructors and learners at Hacettepe University TÖMER. Due to the nature of the research, the document analysis method was applied to the textbooks. The scope of the study comprises the A1 C1 level textbooks from the Yeni Hitit, Gazi University, Yedi İklim, and Yeni İstanbul series, as well as the instructors employed at Hacettepe TÖMER and the students receiving education at the C1 level within the framework of the focus group interviews. The analysis within the textbooks was limited to the inflectional semantic units included in these books and the manner in which they are addressed. During the research process, a literature review was conducted, and the textbooks in the sample were classified by level and theme regarding inflectional semantic units. To enhance validity and reliability, the developed focus group interview was administered at Hacettepe University TÖMER; subsequently, the "Findings" section was established based on these interviews and the Turkish textbooks for foreigners. The textbooks were examined regarding inflectional semantic units and evaluated generally from the perspective of grammatical hierarchy.Research FindingsThe research findings revealed that learners experience more difficulty in distinguishing inflectional suffixes compared to derivational suffixes, and they acquire inflectional semantic units with greater difficulty than derivational semantic units. It was determined that inflectional semantic units in the analyzed textbooks did not display a balanced distribution on a level and thematic basis, a lack of methodological and terminological unity existed, certain inflectional semantic units were not covered at all, and no rationale was provided for these deficiencies. These conditions were observed to lead to learning difficulties among individuals learning Turkish as a foreign language.

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Yabancılara Türkçe Öğretimi Ders Kitaplarında Çekimli Anlam Ünitelerinin Gramer Hiyerarşisi Bakımından Farklılaşması

(Eğitim Bilimleri Enstitüsü, 2026) Murat Kalaycı; Türkçe ve Sosyal Bilimler Eğitimi

The purpose of this research is to determine how inflectional semantic units in Turkish textbooks for foreigners are handled across A1–C1 levels in terms of grammatical hierarchy, and to identify the outcomes resulting from this approach. The study was conducted using qualitative research methodology. Descriptive analysis was employed for data analysis. Document analysis and focus group interviews were utilized as data collection instruments. Through the focus group interview method, data were gathered from instructors and learners at Hacettepe University TÖMER. Due to the nature of the research, the document analysis method was applied to the textbooks. The scope of the study comprises the A1 C1 level textbooks from the Yeni Hitit, Gazi University, Yedi İklim, and Yeni İstanbul series, as well as the instructors employed at Hacettepe TÖMER and the students receiving education at the C1 level within the framework of the focus group interviews. The analysis within the textbooks was limited to the inflectional semantic units included in these books and the manner in which they are addressed. During the research process, a literature review was conducted, and the textbooks in the sample were classified by level and theme regarding inflectional semantic units. To enhance validity and reliability, the developed focus group interview was administered at Hacettepe University TÖMER; subsequently, the "Findings" section was established based on these interviews and the Turkish textbooks for foreigners. The textbooks were examined regarding inflectional semantic units and evaluated generally from the perspective of grammatical hierarchy.Research FindingsThe research findings revealed that learners experience more difficulty in distinguishing inflectional suffixes compared to derivational suffixes, and they acquire inflectional semantic units with greater difficulty than derivational semantic units. It was determined that inflectional semantic units in the analyzed textbooks did not display a balanced distribution on a level and thematic basis, a lack of methodological and terminological unity existed, certain inflectional semantic units were not covered at all, and no rationale was provided for these deficiencies. These conditions were observed to lead to learning difficulties among individuals learning Turkish as a foreign language.

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GEÇMİŞ DENEYİMLER & GÜNCEL UYGULAMALAR: ERKEN YILLARDA EYLEM ARAŞTIRMASINA YÖNELİK RETROSPEKTİF BİR ARAŞTIRMA

(Eğitim Bilimleri Enstitüsü, 2026) Zeynep Öztop; Temel Eğitim

This study aimed to examine the views of preschool teachers who experienced action research during their undergraduate education, how they made sense of this experience in their professional lives, and how it was reflected in their current practices. The study was designed within a qualitative research framework, adopting an interpretative phenomenological analysis approach combined with a retrospective perspective. The study group consisted of preschool teachers who had experienced action research during their undergraduate education. Data were collected through semi-structured interviews and written interview forms, and analyzed using interpretative phenomenological analysis. The findings indicated that action research experience contributed to teachers’ child-centered thinking, observation practices, questioning of their practices, in-process decision-making, and development of pedagogical flexibility. Although the participants did not always sustain action research as a systematic research process in their professional lives, they stated that this experience was reflected in their classroom practices and professional reflection processes. However, lack of time, limited administrative support, professional isolation, documentation workload, and structural limitations of the curriculum emerged as the main factors that made the implementation of action research difficult. Overall, the study reveals that action research can be an important professional development tool for preschool teachers; however, institutional support, collaboration, time, and professional guidance are needed for its sustainability.

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