Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
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Conference Object Citation - Scopus: 1Empowering Dialogic Feedback in FLW With LLM(CEUR-WS, 2025) Sökücü, GamzeThis doctoral study aims to address significant challenges in foreign/second language (L2) writing (FLW/SLW) instruction by leveraging artificial intelligence. The central problem this study addresses is the lack of active learner engagement and the resource-intensive nature of traditional feedback methods, which can lead to teacher burnout and ineffective student learning outcomes. Existing feedback practices often fall short in providing detailed, timely, and comprehensible feedback, which hinders students' ability to critically analyze and act upon it. The study proposes a shift from monologic to dialogic feedback, facilitated by large-language models (LLMs), to promote continuous iterations of editing and rewriting, thus enhancing linguistic and cognitive development. The goal is to reveal the potential of LLMs in facilitating effective dialogic feedback approaches in L2 writing. To achieve this, the study aims to develop a theoretical framework and design principles for AI-enabled dialogic feedback systems, create an AI-writing tool based on this framework, and test its effectiveness through experimental sessions. Ultimately, the study seeks to understand the impact of AI-enhanced feedback on L2 learners' writing progress, their perceptions and experiences, and the emerging interaction patterns during the feedback process. This research holds the potential to transform feedback practices in language learning, contributing to more effective and engaging L2 writing instruction. © 2025 Elsevier B.V., All rights reserved.Article Citation - Scopus: 3Application of Team-Based Learning at a Health Science Course: A Case Study(Athens Institute for Education and Research, 2019) Bengu, ElifThe purpose of this study is to identify students’ reactions to the implementation of team-based learning as an instructional strategy in a pharmacology course in the context of a Turkish university. Team-based learning is defined as an active form of learning that not only encourages individual effort but also team involvement to learn in an academic setting. Team-based learning is one of the learning techniques/methods that is increasingly being used in medical education. Literature shows that in teambased learning students apply the concepts at the time they are learned in the classroom, before the exams, as opposed to traditional lecturing, in which the concepts that are learned are later tested in the exams. Furthermore, research supports that faculty are more engaged with their students in team-based learning, since it affords instructors the ability to readily identify what their students are achieving, as opposed to traditional lecturing or other group approaches. There are limited studies in Turkey that examine the applications of team-based learning in a higher education setting. Therefore, this study describes the use of the team-based learning technique in an undergraduate health science course in Turkey. The initial results indicate that this instructional strategy was beneficial for students’ learning. © 2023 Elsevier B.V., All rights reserved.