AKÜ Araştırma ve Akademik Performans Sistemi
DSpace@AKÜ, Afyon Kocatepe Üniversitesi’nin bilimsel araştırma ve akademik performansını izleme, analiz etme ve raporlama süreçlerini tek çatı altında buluşturan bütünleşik bilgi sistemidir.
Güncel Gönderiler
Öğe Türü: Öğe , Changing curriculum, changing values? Thematic transformation in social studies curriculum(Afyon Kocatepe Üniversitesi, 13 Ocak 2026) Süral, SerhatThis study examines how values are represented in the 2018 and 2024 Social Studies curricula implemented in Türkiye. Using qualitative document analysis, the study explores how values are thematically structured, linked to learning outcomes, and pedagogically framed within the curriculum texts. The analysis is informed by critical, transformative, and social-emotional perspectives on value education. The findings indicate that while both curricula emphasize value education, the 2024 curriculum, developed in line with the Maarif Model, adopts a more integrated and systematic approach, particularly in terms of affective and social-emotional dimensions. Thematic content analysis further reveals that values are conveyed not only through explicit statements but also through implicit and hidden curricular structures. Visual tools such as Sankey diagrams and thematic maps were employed to enhance the transparency and interpretability of the analysis. Overall, the study offers a critical and comprehensive evaluation of value education in curriculum documents and provides insights for policymakers and curriculum developers during periods of curricular transition.Öğe Türü: Öğe , Exploring identity construction and language use among english language learners in online communities: An ıntegrative review (2004-2024)(Afyon Kocatepe Üniversitesi, 28 Ekim 2025) Demir, Ayşe Nesil; Ekizoğlu, Mehmet; Güngör, MuratThis article explores how English language learners (ELLs) negotiate identity and language use across diverse digital environments such as social media, online forums, and language learning platforms. Drawing on sociolinguistic and educational perspectives, it critically reviews studies on digital identity, online communication, and technology-enhanced language learning. Using an integrative qualitative approach, it synthesizes findings from empirical and theoretical research. The analysis highlights how ELLs perform and co-construct identities online through choices of language, dialect, and self-presentation, including profile curation and engagement in affinity groups. Practices such as code-switching, translanguaging, and the use of internet slang are shown to serve as powerful tools for both communication and identity expression, helping learners build confidence and a sense of belonging in global communities. The article also discusses challenges such as identity fragmentation and cultural bias. It concludes by emphasizing the pedagogical importance of recognizing online spaces as meaningful contexts for language development, intercultural competence, and identity negotiation.Öğe Türü: Öğe , Development and validation of an attitude scale towards sustainable development for middle school students(Afyon Kocatepe Üniversitesi, 28 Ekim 2025) Tecimer Altınel, Zübeyde; Kızılay, Esra; Hamalosmanoğlu, MustafaThis study aims to develop the Attitude Scale Towards Sustainable Development‖ (ASTSD), which covers the cognitive, affective, and behavioral dimensions, to determine middle school students' attitudes towards sustainable development within the framework of sustainable development education. The research was conducted using a survey model, and the study group consists of 757 students attending various middle schools in a city in the Central Anatolia Region during the 2022-2023 academic year. The scale items were developed considering the 17 Sustainable Development Goals set by the United Nations, and data were collected for validity and reliability analyses through expert opinions. In this process, in addition to descriptive statistics, exploratory and confirmatory factor analyses were performed, and the internal consistency coefficient, Cronbach's Alpha, was calculated. As a result, the developed ASTSD is designed as a 5-point Likert-type scale consisting of a total of 41 items. The affective dimension of the scale consists of 15 items, the behavioral dimension of 14 items, and the cognitive dimension of 12 items. Teachers can use ASTSD to assess middle school students' attitudes towards sustainable development from various perspectives.Öğe Türü: Öğe , Can AI assess writing skills like a human? A reliability analysis(Afyon Kocatepe Üniversitesi, 28 Ekim 2025) Ataseven, Hüseyin; Çokluk Bökeoğlu, Ömay; Taşdemir, FaziletThis study investigates the reliability and consistency of a custom GPT-based scoring system in comparison to trained human raters, focusing on B1-level opinion paragraphs written by English preparatory students. Addressing the limited evidence on how AI scoring systems align with human evaluations in foreign language contexts, the study provides insights into both strengths and limitations of automated writing assessment. A total of 175 student writings were evaluated twice by human raters and twice by the AI system using analytic rubric. Findings indicate excellent agreement among human raters and high consistency across AI-generated scores, but only moderate alignment between human and AI evaluations, with the AI showing a tendency to assign higher scores and overlook off-topic content. These results suggest that while AI scoring systems offer efficiency and consistency, they still lack the interpretive depth of human judgment. The study highlights the potential of AI as a complementary tool in writing assessment, with practical implications for language testing policy and classroom pedagogy.Öğe Türü: Öğe , App-solutely motivated! Efl vocabulary learning in the digital age: “memrise” and learner motivation through the lens of sla theories(Afyon Kocatepe Üniversitesi, 28 Ekim 2025) Demir, İnciThis study examines the impact of the Mobile-Assisted Language Learning (MALL) application, Memrise, on the vocabulary learning motivation of English as a Foreign Language (EFL) learners and interprets the findings of the study based on Second Langugae Acquisition (SLA) theories to bridge the gap between theory and practice. Within this context, first, the related terms, concepts, and theories are clarified by referring to the related literature. Then, a synthesis of empirical studies between the years of 2016-2023 is presented through narrative review methodology. Thematic analysis is employed for data analysis. The results of the study reveal that through its gamified nature, competitive elements, mnemonics, audio-visual aids, and systematic repetition, Memrise increases learner motivation and engagement, promotes self-regulated learning, facilitates peer cooperation, aids in long-term vocabulary retention, and helps learners to master memorization and pronunciation. These results align with various SLA theories ranging from Comprehensible Input Hypothesis to Usage-Based Theory, which collectively explains how Memrise enhances motivation, engagement, and vocabulary retention. Nonetheless, specific constraints regarding the use of Memrise, such as technology accessibility challenges and variations in learning effectiveness in different learning contexts, are acknowledged, as well, indicating that Memrise should be used as a supplementary tool for blended learning rather than a standalone replacement for traditional instruction.
