Journal of Research in Social Sciences and Language

Artificial Intelligence and Chat Bots in Academic Research

Ahmet Özcan, Seyat Polat — Wed, 21 Jun 2023 00:00:00 +0100

The aim of our study is to discuss the use of artificial intelligence-supported platforms, which have become increasingly popular in recent months, in the context of ethics, opportunities, challenges, and the role of the researcher. In this context, we analysed platforms such as ChatGPT, ChatPDF, Consensus, SciSpace, and Scite Assistant. Within the scope of our analyses, we concluded that various regulations regarding the use of AI-supported platforms in scientific research should be enacted as soon as possible. Although such platforms offer opportunities for researchers, they also bring challenges such as referencing and reproducibility of scientific work. Besides, the use of AI-supported platforms in scientific research also puts the role of researchers into question.

Oral Aspects in French as a Foreign Language Teaching

Can Denizci — Thu, 13 Jul 2023 00:00:00 +0100

This study handles the specific aspects of oral communication at various linguistic dimensions within the context of teaching French as a foreign language. Oral language is prone to a particular organization at the prosodic, morphosyntactic, and discursive dimensions, which interact once speech is brought into play. In order to delve into orality in French, as the problematic of this study, and to draw its pedagogical implications, a linguistic review of some hypothetical utterances was first carried out. Then, an interview-based video retrieved from an open source was analyzed in terms of its specific oral aspects by excluding lexical and kinesic characteristics. The findings show the relevance of some oral features which bear a close relationship with each other. As far as the prosodic aspects are concerned, it is found that the filled pause, the false start, the contraction, the syllable lengthening, and most importantly the intonation, which plays a distinctive role when conveying meaning, are utilized in oral communication in French. The relevant morphosyntactic features of orality in the scope of French include the thematization, the omission of the first negative adverbial particle, the use of presentative structures, neutral demonstrative pronouns as well as that of bivalent indefinite/personal pronoun, and the recourse to direct speech or to various corrections/repetitions/reformulations. Concerning the specific discursive aspects of French, the findings reveal the use of phatic markers as pragmatic discourse organizers. Lastly, based on the findings, a communicative-linguistic activity in the form of a task was proposed for didactic purposes.

Attitudes of High School Students towards Music Lessons and Expectations from Teacher About Class Engagement

Tuğba Çağlak Eker — Fri, 01 Dec 2023 00:00:00 +0000

This study investigated the attitudes of the students studying in high school education towards the music lesson and their expectations from their teachers in terms of participation in the lesson. The survey model was used in the design of this study, which included quantitative research methods. The sample group for the research consists of 354 students from 9th, 10th, and 11th grades at Esenevler Sehit Ibrahim Ates Anadolu High School in Ankara, Turkey, in the 2021–2022 academic year. Two scales that have been developed in relation to the topic were utilized to collect the data for the study; the Attitude Scale Toward Secondary Education Level Music Lesson and the Expectations from Teachers About Class Engagement. Mann-Whitney U Test for comparison of paired groups in data analysis, Kruskal Wallis H Test for comparison of more than two groups; Bonferroni Posthoc Test were used to determine the group that caused the difference. The bilateral link within the parameters of the research scales was assessed using Spearman’s Correlation Test. As a result, it was concluded that the awareness sub-dimension of the attitude affected expectations from teachers about class engagement, but there was no significant relationship between positive and negative attitudes.

An Investigation of the Relationship Between Life Satisfaction, Academic Procrastination, and Student's Individual Responsibility Behaviors in University Students

Esra Topaloğlu, Sule Tarcan, Mustafa Uslu — Thu, 31 Aug 2023 00:00:00 +0100

The purpose of this study is to determine the relationship levels between university students' life satisfaction, academic procrastination behavior, and student's individual responsibility behaviors. The research is conducted as a correlational study within a survey model. The study was conducted with 401 students, 256 female, and 145 males, enrolled in a 4-year undergraduate program at Akdeniz University during the academic year 2022-2023. The data for the research were collected through face-to-face interviews using a personal information form, the 'Life Satisfaction Scale' adapted into Turkish by Dağlı and Baysal (2016) from the original developed by Diener, Emmons, Larsen, Griffin (1985), the 'Academic Procrastination Scale' adapted into Turkish by Balkıs (2006) from the original developed by Aitken (1982), and the 'Student's Individual Responsibility Scale' adapted into Turkish by Doğan (2015) from the original developed by Signn and Ader (2001). According to the findings of the research, there is a negative relationship between university students' life satisfaction and academic procrastination levels, a positive relationship between life satisfaction and student's individual responsibility behaviors, and a negative relationship between academic procrastination and student's individual responsibility behaviors.

Physical Education and Sports Preservice Teachers' Experiences in Professional Knowledge Courses for Teacher Training

Seval Fer, Hanife Gülhan Karsak — Fri, 08 Sep 2023 00:00:00 +0100

Professional knowledge courses for teachers are as important as field courses because while field courses emphasise what should be taught, professional knowledge courses focus on how it should be taught, including how to be a good teacher. It is expected that professional knowledge courses in school have a great importance and impact on pre-service teachers to use the skills they have learned in the faculty when they start their professional life, as well as to adopt the behaviours and roles related to their professional knowledge. In this context, the purpose of this study is to discover the experiences of pre-service teachers of Physical Education and Sport in relation to professional knowledge courses. This research was designed in a phenomenological pattern by adopting the qualitative method. Based on the professional knowledge and course experiences of each pre-service teacher, the similarities and differences between the cases were examined. In conclusion, 'Educational Psychology' and 'Teaching Principles and Methods' were found to be the most useful courses. They benefited most from 'School Experience and Professional Practice' as a teacher training course. However, they didn't benefit enough from the 'Measurement and Evaluation' and 'Classroom Management' courses. Lecturers need to get to know pre-service teachers before and during the course and make them feel that they are experts by adapting the course to the field using different materials, educational technologies, real-life stories, and different methods