Şık, Kübra

Profile URL
https://hdl.handle.net/20.500.12573/2820
Name Variants
K. Sık & Sik Keser, Kübra & Şik Keser, Kübra
Job Title
Öğr. Gör.
Email Address
kubra.keser@agu.edu.tr
Main Affiliation
09. Yabancı Diller Yüksekokulu
Status
Current Staff
Website
ORCID ID
0000-0003-1492-5883
Scopus Author ID
59738555700
Turkish CoHE Profile ID
119777
Google Scholar ID
s23X7XgAAAAJ
WoS Researcher ID
Files
5364_Kübra_Sik_Keser.jpeg (11.39 KB)
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Sustainable Development Goals

NO POVERTY1
NO POVERTY
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ZERO HUNGER2
ZERO HUNGER
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GOOD HEALTH AND WELL-BEING3
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QUALITY EDUCATION4
QUALITY EDUCATION
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GENDER EQUALITY5
GENDER EQUALITY
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CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
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AFFORDABLE AND CLEAN ENERGY7
AFFORDABLE AND CLEAN ENERGY
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DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
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INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
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REDUCED INEQUALITIES10
REDUCED INEQUALITIES
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SUSTAINABLE CITIES AND COMMUNITIES11
SUSTAINABLE CITIES AND COMMUNITIES
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RESPONSIBLE CONSUMPTION AND PRODUCTION12
RESPONSIBLE CONSUMPTION AND PRODUCTION
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CLIMATE ACTION13
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LIFE BELOW WATER14
LIFE BELOW WATER
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LIFE ON LAND15
LIFE ON LAND
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PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
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PARTNERSHIPS FOR THE GOALS17
PARTNERSHIPS FOR THE GOALS
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Documents

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Citations

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Scholarly Output

2

Articles

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Supervised MSc Theses

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Scopus Citation Count

2

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Scopus Citations per Publication

1.00

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JournalCount
Teaching English for Academic Purposes: Theory into Practice1
Uluslararası Türk Eğitim Bilimleri Dergisi1
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Scholarly Output Search Results

Now showing 1 - 2 of 2
  • Article
    Effects of Mobile Assisted Language Learning on Listening Strategy Preference of Foreign Language Students
    (2025-11-29) Keser, Kübra
    The study examines the listening strategy preferences of advanced EFL students, considering the influence of mobile-assisted language learning (MALL). With technological advancements shaping language learning, this research explores two key questions: the impact of MALL on students’ listening strategy use and their perceptions of mobile apps for listening practice. Participants include advanced-level preparatory students at a public university in Türkiye, who have previously undergone a listening strategy training programme (LSTP) developed by Keser (2021). The study follows a mixed-method research design based on grounded theory for the qualitative part, employing an experimental approach for the quantitative part. Two groups, each with 21 students, were observed over seven weeks; the first week was separated for a pre-test. The experimental group used various mobile apps outside the classroom to enhance listening skills, while the control group relied solely on course materials. Qualitative data collection involved observation notes and semi-structured interviews, analyzed through open, axial, and selective coding. Pre- and post-test results were analyzed through paired-samples t-test and independent samples t-test. The findings categorize the listening strategies employed as cognitive or metacognitive and highlight their usage in relation to mobile apps. The results provide valuable insights for both lecturers and students, offering guidance on selecting appropriate listening strategies and mobile apps to improve listening skills.
  • Book Part
    Citation - Scopus: 2
    Upholding Academic Integrity in EAP
    (Springer Nature, 2024) Şik Keser, Kübra; Razı, Salim
    Given that academic integrity is an important component in academic writing courses, outlining the types of academic misconduct that are mostly encountered in EAP settings along with the possible causes can lead to possible solutions and suggestions. Thus, in this chapter, we depict the types of academic dishonesty in EAP settings based mainly on writing skills and portray the possible causes along with the attainable suggestions. Studies on academic integrity show that plagiarism is the most common type of academic misconduct. Language barrier appears to be the main reason, and literature supports that international students have a greater tendency to plagiarize due to feeling incompetent in the target language. Moreover, with advancements in remote learning methodologies and technological tools, learners have a propensity to use AI tools while creating their assignments, believed to be a problem beyond plagiarism. Lastly, contract cheating is another common type of academic dishonesty in EAP settings. The reasons are highlighted as discontent about the setting of the instruction and learning and the attitude of learners toward various ways of cheating. For all these problems and causes, a penalty would be regarded as a possible solution or suggestion. However, instead of focusing on the results of academic dishonesty and sanctions, solutions should be centered on the pedagogic policies developed to prevent academic misconduct. © 2025 Elsevier B.V., All rights reserved.