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Bursa Uludağ Üniversitesi, bilimin ve teknolojinin ilerlemesine katkı sağlamayı, açık, tekrarlanabilir ve güvenilir araştırma çıktıları ile uygulamalarını benimseyerek; toplum ve tüm dış paydaşları yararına bilginin geniş yayılımını taahhüt eder.
BUU Açık Erişim Sistemi, öğretim üyelerimiz ve öğrencilerimizin uluslararası standartlara ve fikri mülkiyet haklarına uygun olarak ürettikleri kitap, makale, tez, ansiklopedi, sanat eseri gibi bilimsel ve sanatsal ürünleri sunmaktadır.
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Foreign language enjoyment levels of Turkish students learning English as a foreign language: A mixed methods study
(Bursa Uludağ Üniversitesi, 2025-07-29) Ersoy, Tuğba Rumeysa; Salı, Pınar; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı; 0009-0004-3610-9427
This study aimed to investigate the perceived levels of Foreign Language Enjoyment (FLE) among 8 th -grade students studying English as a foreign language in public secondary schools in Türkiye. It also examined how FLE relates to several learner-related and teacher-related variables, including students’ perceived relative standing among peers, their attitudes toward the English language and their English teacher, as well as the frequency with which the teacher uses English in the classroom. In addition, the study sought to identify the underlying sources of FLE as perceived by students. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 202 students using a demographic questionnaire and the 12-item Foreign Language Learning Enjoyment Scale (FLLES). Qualitative data were gathered through one open-ended questionnaire and focus group interviews with volunteer participants. The quantitative findings revealed that students generally experienced high levels of FLE. One-way ANOVA tests indicated statistically significant difference between FLE levels and variables such as students’ reported relative standing among peers, attitude toward English, and attitude toward the teacher. However, no significant difference was found between FLE and the frequency of English use by the teacher. The qualitative findings identified three main sources of FLE: FLE-Private, FLE-Teacher, and FLE-Atmosphere. Among these, learner-related sources were the most frequently mentioned, with “opportunities for real-life language use” emerging as the most common contributor to enjoyment. The findings underscore the importance of incorporating authentic communication tasks and fostering a supportive classroom environment to enhance FLE. This study contributes to the limited body of research on affective factors in Turkish secondary EFL contexts and offers practical implications for language educators.
Der einsatz von liedern im stationenbasierten daf-unterricht in studienvorbereitenden gruppen
(Bursa Uludağ Üniversitesi, 2025-08-07) Gürel, Eser Esra; Şenyıldız, Anastasia; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; Alman Dili Eğitimi Bilim Dalı; 0009-0005-6109-4551
In der vorliegenden Arbeit wird der Einsatz von Liedern im stationenbasierten DaF-Unterricht in studienvorbereitenden Gruppen am Fremdsprachenzentrum der Bursa Uludağ Universität untersucht. Ziel der Untersuchung war es, die Wirksamkeit dieses Ansatzes auf die sprachlichen Kompetenzen, die Motivation und das interkulturelle Lernen der Studierenden zu analysieren. Die Datenerhebung erfolgte mithilfe von Vor- und Nachbefragungen. Insgesamt nahmen 31 Studierende aus zwei A2-Vorbereitungsgruppen an der Untersuchung teil. Während der Durchführung im Unterricht arbeiteten die Teilnehmenden in fünf verschiedenen Liederstationen (Grammatik, Wortschatz, Hörverstehen, Kultur und Interpretation). Nach Abschluss der Stationen präsentierten die Gruppen ihre Ergebnisse in Form von Plakaten. Die Auswertung der Fragebögen und qualitativen Rückmeldungen zeigt, dass der Einsatz von Liedern im stationenbasierten Unterricht eine positive Wirkung auf die Motivation der Lernenden, den Erwerb von Wortschatz, Grammatik und Hörverstehen sowie auf interkulturelle Sensibilisierung hatte. Besonders die Hörstation und die Interpretationsstation wurden von den Teilnehmenden als besonders nützlich empfunden, während die Kulturstation als herausfordernd galt. Die Ergebnisse machen deutlich, dass der stationenbasierte Ansatz in Verbindung mit Musik nicht nur sprachliche Kompetenzen fördert, sondern auch Freude am Deutschlernen und aktives Mitgestalten des Unterrichts begünstigt.
Elaboration et expérimentation de sequences didactiques pour le développement de la compétence interculturelle chez les futurs enseignants de Français langue étrangère
(Bursa Uludağ Üniversitesi, 2025-08-26) Avcı, Aysun; Kazanoğlu, Fatma; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; Fransız Dili Eğitimi Bilim Dalı
L’interaction entre la langue et la culture est inévitable dans l’enseignement des langues étrangères. Ainsi, l’acquisition de compétences interculturelles occupe une place centrale dans la formation des futurs enseignants de français. Cette recherche vise à développer ces compétences au sein de leur parcours de formation, en proposant un modèle facilitant leur développement ainsi que la conception de documents pédagogiques adaptés à leur utilisation en classe. Une étude qualitative de type étude de cas unique a été menée pour mettre en pratique ces documents pédagogiques conçus afin de développer les compétences interculturelles. Le groupe étudié comprenait 15 étudiants inscrits au cours de Culture française durant le second semestre de l’année universitaire 2023-2024, au département de didactique du FLE de l’Université Uludağ à Bursa. Pendant quatre semaines, les documents ont été utilisés lors des séances de cours. Les données principales ont été recueillies à travers les observations du chercheur, des entretiens semi-structurés et les notes du chercheur. L’ensemble des données a été analysé selon une méthode d’analyse descriptive. Les résultats, élaborés à partir du cadre conceptuel, s’articulent autour de quatre thèmes : informations descriptives, processus du cours, acquis d’apprentissage et évaluation. L’étude a permis de répondre à la question centrale : comment développer les compétences interculturelles des futurs enseignants ? Les résultats montrent que l’utilisation des documents pédagogiques a contribué à structurer une approche interculturelle progressive pour chaque cours, à offrir aux enseignants en formation de nouvelles perspectives et à stimuler leur réflexion sur le développement de leurs compétences interculturelles. Cette recherche propose aussi des exemples concrets de documents et d’étapes pédagogiques adaptés au développement simultané des compétences linguistiques et interculturelles, afin de mieux accompagner les enseignants dans leur formation.
An investigation into the effects of community vs. individual reflective videos on promoting teacher autonomy: A fully longitudinal mixed methods study
(Bursa Uludağ Üniversitesi, 2025-09-03) Kızkapan, Samet Çağrı; Gürsoy, Esim; Eğitim Bilimleri Enstitüsü; Yabancı Diller Eğitimi Ana Bilim Dalı; İngiliz Dili Eğitimi Bilim Dalı; 0000-0003-3761-0323
This study examined how two modes of video-based reflective practice relate to preservice English language teachers’ autonomy across three waves, alongside what teachers noticed and said in reflections and focus-group interviews. Preservice participants were organized into two experimental cohorts (community n = 5; individual n = 5) and a control cohort (n = 40), in a quasi-experimental design where reflective sessions functioned as the intervention. The quantitative strand used the perceived teacher autonomy scale at three time points; the qualitative strand comprised 40 reflection videos with guided, time-stamped questions and two focus-group interviews per experimental cohort. In the quantitative strand, nonparametric longitudinal models with rank-based effect sizes assessed the effects of intervention. Results showed a significant main effect of time, scores tended to rise by the third wave across conditions. Qualitatively, individual reflections were dominated by technical and practical reasoning, with targeted micro-revisions and lesson-design tweaks. Collaborative reflections also centered on technical/practical craft but sustained a clearer critical current, repeatedly surfacing equity, representation/naming, and voice. In focus-groups, individual participants described gains in instructional clarity, strategic L1/L2 use, and confidence through selfassessment, crediting time-stamped prompts for directing disciplined analysis. Collaborative participants emphasized the third-eye value of video, prompts as analytic anchors, and a trustbased community that broadened repertoires and supported, rather than constrained, professional autonomy. Taken together, the study documents time-linked gains in collaborative attitude at scale, while showing that guided video analysis helps preservice teachers refine technical/practical craft in both modes and, in collaborative settings, more often extends into critical attention to equity and representation.
Lobal awareness in English language teaching: A comparative study within the context of sustainable development goals
(Bursa Uludağ Üniversitesi, 2025-08-26) Tavacı, Sena; Baykent, Ufuk Özen; Eğitim Bilimleri Enstitüsü; İngiliz Dili Eğitimi Ana Bilim Dalı; 0009-0002-5716-0534
This study investigates how Sustainable Development Goals (SDGs) are integrated into two English language coursebooks used in Turkey: A Ministry of National Education (MoNE)approved 9th-grade book and a commercially published A1+ book. Using comparative qualitative content analysis, the research examines both the presence and pedagogical depth of SDG-related themes. Guided by the 17 SDGs and their themes, a structured coding framework was applied to identify patterns and assess the thematic integration within each coursebook. Findings show that while both books include SDG content, the commercial coursebook demonstrates a broader and more balanced engagement, addressing a wider range of goals such as climate action, gender equality, and reduced inequalities across diverse activities. In contrast, the MoNE-approved book focuses heavily on SDG 4.7, limiting thematic diversity and interdisciplinary learning. These differences suggest that commercial materials may offer greater potential for promoting global citizenship and sustainability in English Language Teaching (ELT). The study highlights the need for curriculum developers, publishers, and educators to integrate sustainability themes more meaningfully into ELT materials. Although limited to two coursebooks and lacking classroom-level analysis, the research provides useful insights for enhancing global education through language teaching. Future studies are encouraged to expand the sample, include classroom perspectives, and explore ideological framing through discourse analysis.