Yazar "Guven, Ahmet Zeki" seçeneğine göre listele

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    Digital Writing in Foreign Language Teaching: Learner Views
    (Cukurova Univ, 2024) Guven, Ahmet Zeki; Yilmaz Karaca, Meryem; Banaz, Emrullah
    The present study explores Turkish learners' approaches toward digital writing and how digital writing contributes to their language learning. For this purpose, we recruited 21 international students from 16 countries, 10 males and 11 females, who attended B2C1 -level Turkish language classes at the Akdeniz University Turkish Language Teaching Center in the 2021-2022 academic year. We recorded and transcribed the data collected through face-to-face interviews with a semi -structured interview form consisting of 6 questions. The data were then coded to generate themes, and the findings were grounded on the interpretation of these themes. Accordingly, the results uncovered that all participants engage in digital writing and mostly utilize WhatsApp, Instagram, Telegram, YouTube, and Twitter as digital writing platforms. Moreover, they were found to usually mind proper spelling and punctuation and tend to use the T9 typing system in digital writing in Turkish. We also discovered that participants find auto -correction useful and sometimes misspell vowels, consonants, and longer words/consecutive suffixes due to differences between spoken and written languages. They particularly thought that digital writing contribute to their learning of Turkish. Overall, we comprehensively discussed the findings and raised some recommendations for future research.
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    Investigating the association of reading habits and attitudes with meaningful living: The mediating role of subjective well-being
    (Elsevier, 2026) Ozbilen, Ugur; Guven, Ahmet Zeki; Sahin, Tugrul Gokmen; Banaz, Emrullah
    This study explores the impact of reading habits on Turkish language teachers' perception of a meaningful life, with a particular focus on the mediating role of subjective well-being. Drawing upon positive psychology and narrative identity theories, the research aims to highlight the cognitive and emotional mechanisms through which reading fosters existential meaning. Data were collected from 328 Turkish language teachers through validated self-report scales and analyzed using path analysis with structural equation modeling (SEM). Both direct and indirect effects were tested using bootstrapped mediation analysis. The results revealed that reading habits and attitudes significantly predicted perceptions of a meaningful life, both directly and indirectly via subjective well-being. Although the direct path was modest in effect, subjective well-being emerged as a strong mediator. No significant demographic differences were found regarding perceptions of meaningful living. The findings suggest that reading is not merely an intellectual activity but a multidimensional experience that contributes to personal meaning-making and psychological well-being. The study underscores the need for teacher education programs to integrate reading as a tool for holistic development, extending beyond professional competence to emotional and existential enrichment.
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    The mediating role of optimism between reading habits and meaningful living
    (Frontiers Media Sa, 2025) Guven, Ahmet Zeki; Banaz, Emrullah; Ozbilen, Ugur; Sahin, Tugrul Gokmen
    The present study sought to examine the relations between reading habits, perceived meaningful living, and optimism through structural equation modeling. To this end, we recruited undergraduate students enrolled in the Turkish language teaching program of a state university and collected the data using the Reading Attitude and Habits Scale, the Meaningful Living Scale and the Optimism-Pessimism Questionnaire. More than half (58.4%) of students were females, 52% were aged 21-30 years, and 34.2% were second-year students. The data were analyzed using SPSS 24.0 and SPSS AMOS 20.0. The findings showed a significant relationship between reading habits and meaningful living, with optimism serving as a significant mediator. Model fit indices confirmed the validity of the SEM model (RMSEA = 0.061, CFI = 0.94, TLI = 0.96). We also found that optimism served as a significant mediator in the relation between reading habits and perceived meaningful living. The findings suggest encouraging undergraduate students' reading habits and designing and offering counseling services to foster students' optimism and perceived meaningful living. Moreover, further research with diverse demographic groups is needed to elucidate more on the subject.