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    Development and validation of a sustainable education scale
    (Wiley, 2024) Cam-Tosun, Figen; Sogut, Sibel
    This study introduces the Sustainable Education Scale (SES), a novel instrument designed to elicit teachers' perspectives on sustainable education. Grounded in human rights education, sustainable development, social justice, and psychometrics, this survey model-driven study systematically develops and validates the SES. Drawing on an in-depth literature review, expert opinions, and pilot testing, the SES comprises 19 items across four sub-dimensions: Equality in Education, Inclusiveness in Education, Quality in Education, and Democratic Education. Designing a survey based on the quantitative research model, the data was gathered from 573 participating teachers via the criterion sampling method. Demographic analysis indicates that 65.09% of the participating teachers are female (n = 373), while 3.90% are male (n = 200), and most of them have undergraduate degrees with 21 years or more of teaching experience. Construct validity and factor structure were identified through exploratory factor analysis with 273 teacher responses, whereas the validation of the identified structure was performed through CFA from a sample of 300 teachers. Cronbach's alpha and composite reliability coefficient were calculated to ensure the reliability of the scale. The SES scale emerged as valid and reliable data to reveal teachers' perspectives on sustainable education. It stands as an innovative tool for researchers, policymakers, and educators to examine, promote, and advance global goals for inclusive, equitable, and quality learning.
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    L2 Learners' Perspectives on Data-Driven Learning for Identifying Properties of Near-Synonymous Words: A Convergent Mixed-Methods Study
    (Inst Univ Colombo Americana-Unica, 2023) Sogut, Sibel
    This study examines second language (L2) learners' perspectives regarding the affordances and challenges of using the Data-Driven Learning (DDL) to identify the properties of near- synonymous words. Employing a convergent mixed-method design, this study deciphers the perceptions of 40 undergraduate L2 learners majoring in English language teaching. After an initial identification of the learners' vocabulary levels, the experienced benefits and barriers associated with carrying out experiential tasks were elicited via questionnaire data and openended survey questions. Descriptive statistics, including means and standard deviations, were revealed and thematic analyses of the responses to the survey questions were documented. The results indicate that completing tasks through the corpus was found to enhance their knowledge of collocations. Integrating corpus tasks into YouGlish (an online practice tool for authentic spoken English in context) was found to increase their awareness of the contextual properties of words. The identification of condensed language exposure, lexical inference, and elicitation of flexible and context-specific patterns were reported to be beneficial. Acknowledging these benefits, gaining familiarity with the corpus interface, encountering limited access to search queries, and analyzing large amounts of concordance lines posed challenges for learners. This research presents the implementation of the DDL supported by experiential learning, contextually rich input, and inductive reasoning tasks in vocabulary learning by further offering instructional implications in L2 contexts.
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    L2 Learners' Perspectives on Data-Driven Learning for Identifying Properties of Near-Synonymous Words: A Convergent Mixed-Methods Study -2
    (Inst Univ Colombo Americana-Unica, 2023) Sogut, Sibel
    This study examines second language (L2) learners' perspectives regarding the affordances and challenges of using the Data-Driven Learning (DDL) to identify the properties of near- synonymous words. Employing a convergent mixed-method design, this study deciphers the perceptions of 40 undergraduate L2 learners majoring in English language teaching. After an initial identification of the learners' vocabulary levels, the experienced benefits and barriers associated with carrying out experiential tasks were elicited via questionnaire data and openended survey questions. Descriptive statistics, including means and standard deviations, were revealed and thematic analyses of the responses to the survey questions were documented. The results indicate that completing tasks through the corpus was found to enhance their knowledge of collocations. Integrating corpus tasks into YouGlish (an online practice tool for authentic spoken English in context) was found to increase their awareness of the contextual properties of words. The identification of condensed language exposure, lexical inference, and elicitation of flexible and context-specific patterns were reported to be beneficial. Acknowledging these benefits, gaining familiarity with the corpus interface, encountering limited access to search queries, and analyzing large amounts of concordance lines posed challenges for learners. This research presents the implementation of the DDL supported by experiential learning, contextually rich input, and inductive reasoning tasks in vocabulary learning by further offering instructional implications in L2 contexts.
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    QR Code Enriched Writing and Speaking Practices: Insights from EFL Learners at Tertiary Level
    (Urmia Univ, 2024) Sogut, Sibel; Belli, Serap Atasever
    This study examined experiences and viewpoints of English as a Foreign Language (EFL) learners' regarding the integration of QR codes into writing and speaking practices at the tertiary-level L2 learning. Employing an action research design, researchers collected qualitative data through online interviews, a survey of open-ended questions, and learners' written reflections during class hours and brief field notes. Inductive thematic analysis was used for data analysis to form codes and themes. As a result, the learners identified QR codes as time-saving, useful, and enjoyable pedagogical tools for writing and speaking practices. The facilitative role of QR codes was centered on increasing motivation and interaction with classmates during different phases of productive skill-based activities, particularly in the idea-generation steps. The learners reported that QR code-based mobile learning practices make learning environments more participatory, safe, inclusive, and cooperative. The study presents instructional implications for transforming conventional student-teacher interaction into a peer- learning-oriented and autonomous atmosphere in higher education.