SSCI - Q1Fostering Ethical AI Literacy and Academic Integrity through CEFR-Based Mediation Pedagogy in Secondary EFL Classrooms
Karjagdi Çolak, M & Çelik, Ö. | 2026 | System
This mixed-methods study investigates the impact of a mediation-based instructional intervention on 90 Turkish ninth-grade EFL learners. Integrating principles of academic integrity and critical posthumanist literacy, the intervention tasked students with collaboratively designing multimodal posters for an intended authentic audience of 9-11-year-old primary school students. The study concludes that mediation-oriented pedagogy effectively positions learners as social agents and facilitates the transformation of GenAI from a compliance threat into a collaborative resource for responsible meaning-making.
SSCI - Q1Lost in the middle? examining scoring reliability and position bias in LLM-based automated essay scoring
Çelik, Ö | 2026 | Education and Information Technologies
This study investigates position bias in ChatGPT’s scoring patterns for automated essay scoring, with a focus on primacy and recency effects. Position bias, originating from the serial position effect in cognitive psychology, refers to the tendency of Large Language Models (LLMs) to emphasize the introduction and conclusion of a text while potentially neglecting content in the middle sections. The findings suggest that ChatGPT’s scoring patterns are largely balanced, with minimal signs of position bias, thereby enhancing the validity of its use for automated scoring.
View Paper SSCI - Q1Tension and resolution: A conceptual model for L2 plagiarism
Çelik, Ö | 2026 | Journal of English for Academic Purposes
Purpose: To conceptually examine the nature of second/foreign-language (L2) plagiarism by synthesizing competing scholarly perspectives and proposing an integrated model that reframes the debate through a dynamic, systems-oriented lens.
Main finding: The study demonstrates that L2 plagiarism should be understood as a dynamic tension between writers’ contextual realities and universal academic standards, with institutional pedagogy (curriculum, faculty development, and policy) acting as the key mediating force; it concludes that future efforts should move beyond debate toward implementing and evaluating integrated institutional strategies that support genuine academic integration rather than mere compliance.
Assos IndexEvolution of foreign language education in the age of AI
Çelik, Ö. | 2025 | ELT Research Journal
Purpose: To conceptually examine the transformative impact of artificial intelligence (AI), particularly generative AI (GenAI), on foreign language education, focusing on theoretical, methodological, and pedagogical shifts.
Main finding: The study highlights that AI has the potential to revolutionize language learning by enabling personalized, interactive, and student-centered environments, reshaping traditional language acquisition theories and methods; however, it also emphasizes the importance of maintaining human roles in instruction and addressing ethical and access-related challenges.
View Paper SSCI - Q1Utilizing large language models for EFL essay grading: An examination of reliability and validity in rubric‐based assessments
Yavuz, F., Çelik, Ö., & Yavaş Çelik, G. | 2024 | British Journal of Educational Technology
Purpose: To evaluate the validity and reliability of two large language models (LLMs), including a fine-tuned ChatGPT model, in grading EFL student essays compared to human instructors.
Main finding: The study found that the fine-tuned ChatGPT model showed significant consistency in grading, closely aligning with human raters; however, it required further improvements for more nuanced evaluation of subjective writing criteria.
View Paper SSCI - Q1A bibliometric and content analysis of student engagement research in English language teaching
Hınız, G., & Çelik, Ö. | 2024 | Language Awareness
Purpose: To provide a comprehensive bibliometric and content analysis of student engagement research in English language teaching (ELT), highlighting publication trends, methodological features, and thematic focuses.
Main finding: The analysis demonstrated increasing scholarly interest in student engagement, with predominant research emphasis on learner psychology and writing skills, and identified gaps and opportunities for further exploration, particularly in underrepresented skills like reading.
View Paper SSCI - Q1From transgressors to authors: Promoting EFL writing through academic integrity integrated instruction
Çelik, Ö., & Razı, S. | 2023 | System
Purpose: To investigate the effectiveness of teaching intertextuality as a positive pedagogical approach to addressing plagiarism in student writing.
Main finding: Teaching intertextual writing skills effectively reduced plagiarism and significantly improved students' writing quality in content, organization, style, and expression.
View Paper SSCI - Q1Testing of support tools for plagiarism detection
Foltýnek, T., Dlabolová, D., Anohina-Naumeca, A., Razı, S., Kravjar, J., Kamzola, L., Guerrero-Dib, J., Çelik, Ö., & Weber-Wulff, D. | 2020 | International Journal of Educational Technology in Higher Education
Purpose: To collaboratively evaluate the effectiveness of 15 web-based text-matching systems for detecting plagiarism in single-source and multi-source documents across multiple languages.
Main finding: The study revealed significant variability in the effectiveness of the tested systems, highlighting their limitations, particularly in accurately identifying plagiarism in multi-source documents.
View Paper SSCI - Q1Developing a multipronged academic integrity policy writing tool for secondary schools
Çelik, Ö. | 2023 | International Journal of Educational Development
Purpose: To identify essential themes and qualifications for an effective academic integrity policy and develop an online policy-writing tool to assist K-12 schools in establishing their own academic integrity policies.
Main finding: The study successfully outlined core themes necessary for robust academic integrity policies and developed a practical, online tool to support K-12 schools in creating their own comprehensive academic integrity policies.
View Paper SSCI - Q1Testing of support tools to detect plagiarism in academic Japanese texts
Özşen, T., Saka, İ., Çelik, Ö., Razı, S., Akkan, S., & Dlabolová, D. | 2023 | Education and Information Technologies
Purpose: To evaluate the coverage and usability of text-matching tools for detecting plagiarism in Japanese-language academic texts.
Main finding: Although widely used text-matching tools provided varying degrees of coverage, significant limitations were found in detecting similarities in Japanese texts, highlighting an urgent need to enhance support for Japanese-language users.
View Paper ESCI - Q1Facilitators and barriers to creating a culture of academic integrity at secondary schools: an exploratory case study
Çelik, Ö., & Razı, S. | 2023 | International Journal for Educational Integrity
Purpose: To explore facilitators and barriers encountered in establishing a culture of academic integrity at a high school in Türkiye.
Main finding: The study identified five key facilitators—stakeholder buy-in, administrative support, engaging student activities, collaboration with external experts, and policy implementation—highlighting their crucial roles in successfully fostering academic integrity.
View Paper ESCI - Q1Academic integrity and copyright literacy policy and instruction in K-12 schools: A global study from the perspective of school library professionals
Hossain, Z., Çelik, Ö., & Hertel, C. | 2024 | International Journal for Educational Integrity
Purpose: To examine policies and instructional practices related to academic integrity and copyright literacy in K-12 schools from the perspective of school library professionals.
Main finding: Many K-12 schools lack formal policies, and although librarians actively teach these literacies, collaboration with teachers and multimedia resources are essential for effective implementation.
View Paper TR DizinExploring EFL students’ AI literacy in academic writing: insights into familiarity, knowledge and ethical perceptions
Hossain, Z., Çelik, Ö., & Hınız, G. | 2024 | Journal of Theoretical Educational Science
Purpose: To investigate AI literacy among Turkish EFL students, focusing on their familiarity, knowledge, and ethical perceptions of AI in academic writing.
Main finding: Students showed moderate familiarity and high reliance on AI for translation and proofreading tasks, but their limited understanding of technical aspects underscores the need for targeted AI education.
View Paper TR DizinExploring The Role of Digital Literacy in University Students' Engagement with AI through the Technology Acceptance Model
Börekci, C., & Çelik, Ö. | 2024 | Sakarya University Journal of Education
Purpose: To investigate how digital literacy influences university students' engagement with artificial intelligence (AI) using the Technology Acceptance Model.
Main finding: The study found that higher levels of digital literacy significantly enhance students' perceived ease of use and usefulness of AI, leading to increased engagement.
View Paper ESCI - Q4An Integrative Research on the Impact of CLIL Programs on Writing Skills: The Case of Age and Exposure Duration
Çelik, Ö. | 2021 | Journal of Language Teaching and Learning
Purpose: To analyze how Content and Language Integrated Learning (CLIL) programs affect writing skills, considering variables like age and duration of exposure.
Main finding: The research indicated that age is not a definitive factor in overall writing performance, except for lexical complexity, and that longer exposure to CLIL slightly benefits writing skills compared to shorter durations.
View Paper ASOS IndexForeign Language Aptitude Examined in relation to Implicit and Explicit Grammar Instruction
Çelik, Ö. | 2022 | International Journal of Innovative Approaches in Education
Purpose: To examine the role of foreign language aptitude in the effectiveness of implicit versus explicit grammar instruction methods.
Main finding: The study concluded that language aptitude is a stronger determinant of learner success than the type of instruction, with a significant correlation between aptitude levels and achievement in implicit instruction settings.
View Paper ERIHPLUSViolations of and threats to academic integrity in online English language teaching
Çelik, Ö., & Lancaster, T. | 2021 | The Literacy Trek
Purpose: To explore the types and reasons for academic dishonesty in online English language teaching environments.
Main finding: The study identified various violations and threats to academic integrity, emphasizing the need for robust strategies to uphold ethical standards in online education.
View Paper ERICThe Effect of Online Gamification on EFL Learners' Writing Anxiety Levels: A Process-Based Approach
Yavuz, F., Ozdemir, E., & Çelik, Ö. | 2020 | World Journal on Educational Technology
Purpose: To investigate the impact of the online gamification tool "Edmodo" on the writing anxiety levels of EFL learners.
Main finding: The use of Edmodo significantly reduced students' writing anxiety compared to traditional pen-and-paper methods.
View Paper ASOS IndexOntological and epistemological foundations of research: The analysis of three educational studies
Çelik, Ö., & Köksal, D. | 2019 | ELT Research Journal
Purpose: To analyze the ontological and epistemological foundations of three educational studies to understand how philosophical perspectives influence research coherence.
Main finding: The analysis revealed that aligning a study's philosophical underpinnings with its methodology enhances the overall coherence and validity of educational research.
View Paper ScopusA Genre Analysis of Biography Texts on the IMDB website
Çelik, Ö. | 2019 | Language Value
Purpose: To analyze online biography texts using the AMS (Analysis of Multi-Genre Structures) model to inform genre-based instruction within English for General Academic Purposes courses.
Main finding: The analysis indicated the feasibility of integrating genre-based instruction into General Academic English courses, emphasizing online biography writing.
View Paper CrossrefA Review of Research on the Effect of the Use of Web-based Tools on Speaking Motivation
Çelik, Ö. | 2018 | Global Journal of Foreign Language Teaching
Purpose: To present a review of existing research on the impact of web-based tools on learners' speaking motivation and offer recommendations for future research.
Main finding: The reviewed studies collectively indicate that web-based tools significantly enhance learners' motivation towards speaking.
View Paper EBSCOAn extensive review of literature on teaching vocabulary through mobile applications
Çelik, Ö., & Yavuz, F. | 2018 | Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Dergisi
Purpose: To conduct a comprehensive review of literature on the effectiveness of teaching vocabulary through mobile applications.
Main finding: The review found that mobile applications are effective tools for vocabulary instruction, offering flexibility and interactive learning opportunities that enhance vocabulary acquisition.
View Paper CrossrefThe effect of using mobile applications on literal and contextual vocabulary instruction
Çelik, Ö., & Yavuz, F. | 2018 | International Journal of Learning and Teaching
Purpose: To investigate the effectiveness of mobile applications on contextual and literal vocabulary instruction among university freshman students.
Main finding: Both instructional approaches led to improvements in post-test scores; however, the group receiving literal vocabulary instruction via mobile applications outperformed the contextual instruction group.
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