Ferdi Çelık
Biographic Data
| ID | 5675426 |
|---|---|
| NAME | Ferdi Çelık |
| GIVEN NAMES | Ferdi |
| FAMILY NAME | Çelık |
| SIGNATURE | ÇELIK F |
| AFFILIATIONS | Ondokuz Mayıs University |
| ORCID | 0000-0001-8272-4720 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Longitudinal Interactions Between Mindfulness, Foreign-Language Listening Anxiety, and Multilingualism Among EFL Learners in Tertiary Education
Aims and Objectives/Purpose/Research Questions: This study examines how active multilingual language use, socio-cognitive (Langerian) mindfulness, and foreign-language listening anxiety (FLLA) relate concurrently and prospectively among Bangladeshi EFL undergraduates. Design/Methodology/Approach: A three-wave longitudinal design (baseline, +3 months, +6 months) was used. Primary analyses employed a cross-lagged panel model (CLPM) within the struc…
Justice and L2 motivational network
This study models second language (L2) motivational factors and classroom justice in English as a Foreign Language (EFL) learners via a network psychometric method. The study formulates a network of motivational aspects including expectancy beliefs, goal orientations, ideal and ought-to L2 selves, learning experiences, intended effort, mindsets, and anxiety and distributive, procedural, and interactional justice dimensions as an interconnected sy…
Developing and Integrating Metaverse Into EFL Listening Skills to Increase Learners' Self‐Determination Based on Social Constructivist Theory
Student Perspectives on Teacher Interpersonal Behaviours in AI ‐Mediated Higher Education
Research on artificial intelligence (AI) in higher education largely emphasises technical performance and outcomes, leaving student views of teacher interpersonal behaviours in AI‐mediated classrooms insufficiently understood. In response, this study applied Q methodology, supported by content and sentiment analyses, to examine student perspectives. A total of 30 university students Q‐sorted 40 statements, covering empathy, immediacy, clarity, au…
The 8-Factor reasoning styles scale
The 8-FRSS provides the first psychometrically robust measure that simultaneously captures empirical-hypothetical orientation, metaphorical-analogical framing, and inductive-deductive organisation. Its factorial stability across student and community samples, coupled with satisfactory reliability and demonstrable concurrent validity, supports its use in educational, cognitive, and decision-science research. Future work should refine lower-reliabi…
Calm the Mind, Unlock the Voice
This longitudinal study investigated the dynamic relationship between mindfulness and English‐speaking anxiety among 259 Bangladeshi undergraduates over a semester. Data were collected at three‐monthly intervals using the English Language Speaking Anxiety Scale and the Langer Mindfulness Scale, addressing four research objectives: (1) the cross‐sectional correlation between mindfulness and speaking anxiety at each time point, (2) temporal changes…
The Impact of Game‐Based Metaverse on Language Learning Motivation, Anxiety, and Vocabulary
This controlled trial explores how Fortnite, a multiplayer game with customizable virtual spaces, can be used as a metaverse‐based language teaching (MBLT) environment to support vocabulary learning of English as a Foreign Language (EFL) learners. Grounded in self‐determination theory and activity theory, the impact of Fortnite on students’ vocabulary learning, language anxiety, and motivation was investigated, and the level of academic task enga…
Modelling the complex dynamic effect of L2 speaking anxiety in metaverse on students' academic enjoyment, pronunciation anxiety, speaking performance, and task load
This study examines the intricate relationship between second language (L2) speaking anxiety and its subsequent impacts on pronunciation anxiety, perceived task load, speaking performance, and academic enjoyment within the context of metaverse‐mediated English language learning, amidst the changing landscape of immersive technologies. The study examines a crucial issue: how virtual environments, despite promoting genuine interaction, may unintent…
Social and emotional complexities of learning within AI ‐assisted environments
This Special Issue explores the social and emotional aspects of learning that arise as a result of the use of artificial intelligence (AI). The studies that have been reviewed across various settings, including preschool and higher education, indicate that AI tools not only influence learner performance but also shape the emotions of students and their relationships with their instructors and classmates. AI‐supported settings can provide emotiona…
Demystifying the nexus between social support, teacher support and psychological needs fulfilment with peace of mind, achievement emotions and situational motivation in artificial intelligence ‐integr…
This study examined how social support, teacher support and the fulfilment of psychological needs impact the peace of mind, achievement‐related emotions and situational motivation of English as a foreign language (EFL) learners in artificial intelligence (AI)‐integrated language learning settings in Iran. Participants were 265 Iranian EFL learners, comprising 151 females and 114 males, all aged between 14 and 15 years, chosen through purposive sa…
Revealing the effects of task complexity through digital storytelling on learning consonant clusters and language mindsets in EFL learners
Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context
This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension score…
The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling
This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language lear…
Calm the Mind, Unlock the Voice
This longitudinal study investigated the dynamic relationship between mindfulness and English‐speaking anxiety among 259 Bangladeshi undergraduates over a semester. Data were collected at three‐monthly intervals using the English Language Speaking Anxiety Scale and the Langer Mindfulness Scale, addressing four research objectives: (1) the cross‐sectional correlation between mindfulness and speaking anxiety at each time point, (2) temporal changes…
The Impact of Game‐Based Metaverse on Language Learning Motivation, Anxiety, and Vocabulary
This controlled trial explores how Fortnite, a multiplayer game with customizable virtual spaces, can be used as a metaverse‐based language teaching (MBLT) environment to support vocabulary learning of English as a Foreign Language (EFL) learners. Grounded in self‐determination theory and activity theory, the impact of Fortnite on students’ vocabulary learning, language anxiety, and motivation was investigated, and the level of academic task enga…
Demystifying the nexus between social support, teacher support and psychological needs fulfilment with peace of mind, achievement emotions and situational motivation in artificial intelligence ‐integr…
This study examined how social support, teacher support and the fulfilment of psychological needs impact the peace of mind, achievement‐related emotions and situational motivation of English as a foreign language (EFL) learners in artificial intelligence (AI)‐integrated language learning settings in Iran. Participants were 265 Iranian EFL learners, comprising 151 females and 114 males, all aged between 14 and 15 years, chosen through purposive sa…
Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context
This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension score…
The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling
This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language lear…
Developing and Integrating Metaverse Into EFL Listening Skills to Increase Learners' Self‐Determination Based on Social Constructivist Theory
Student Perspectives on Teacher Interpersonal Behaviours in AI ‐Mediated Higher Education
Research on artificial intelligence (AI) in higher education largely emphasises technical performance and outcomes, leaving student views of teacher interpersonal behaviours in AI‐mediated classrooms insufficiently understood. In response, this study applied Q methodology, supported by content and sentiment analyses, to examine student perspectives. A total of 30 university students Q‐sorted 40 statements, covering empathy, immediacy, clarity, au…
The 8-Factor reasoning styles scale
The 8-FRSS provides the first psychometrically robust measure that simultaneously captures empirical-hypothetical orientation, metaphorical-analogical framing, and inductive-deductive organisation. Its factorial stability across student and community samples, coupled with satisfactory reliability and demonstrable concurrent validity, supports its use in educational, cognitive, and decision-science research. Future work should refine lower-reliabi…
Calm the Mind, Unlock the Voice
This longitudinal study investigated the dynamic relationship between mindfulness and English‐speaking anxiety among 259 Bangladeshi undergraduates over a semester. Data were collected at three‐monthly intervals using the English Language Speaking Anxiety Scale and the Langer Mindfulness Scale, addressing four research objectives: (1) the cross‐sectional correlation between mindfulness and speaking anxiety at each time point, (2) temporal changes…
The Impact of Game‐Based Metaverse on Language Learning Motivation, Anxiety, and Vocabulary
This controlled trial explores how Fortnite, a multiplayer game with customizable virtual spaces, can be used as a metaverse‐based language teaching (MBLT) environment to support vocabulary learning of English as a Foreign Language (EFL) learners. Grounded in self‐determination theory and activity theory, the impact of Fortnite on students’ vocabulary learning, language anxiety, and motivation was investigated, and the level of academic task enga…
Modelling the complex dynamic effect of L2 speaking anxiety in metaverse on students' academic enjoyment, pronunciation anxiety, speaking performance, and task load
This study examines the intricate relationship between second language (L2) speaking anxiety and its subsequent impacts on pronunciation anxiety, perceived task load, speaking performance, and academic enjoyment within the context of metaverse‐mediated English language learning, amidst the changing landscape of immersive technologies. The study examines a crucial issue: how virtual environments, despite promoting genuine interaction, may unintent…
Social and emotional complexities of learning within AI ‐assisted environments
This Special Issue explores the social and emotional aspects of learning that arise as a result of the use of artificial intelligence (AI). The studies that have been reviewed across various settings, including preschool and higher education, indicate that AI tools not only influence learner performance but also shape the emotions of students and their relationships with their instructors and classmates. AI‐supported settings can provide emotiona…
Demystifying the nexus between social support, teacher support and psychological needs fulfilment with peace of mind, achievement emotions and situational motivation in artificial intelligence ‐integr…
This study examined how social support, teacher support and the fulfilment of psychological needs impact the peace of mind, achievement‐related emotions and situational motivation of English as a foreign language (EFL) learners in artificial intelligence (AI)‐integrated language learning settings in Iran. Participants were 265 Iranian EFL learners, comprising 151 females and 114 males, all aged between 14 and 15 years, chosen through purposive sa…
Revealing the effects of task complexity through digital storytelling on learning consonant clusters and language mindsets in EFL learners
Longitudinal Interactions Between Mindfulness, Foreign-Language Listening Anxiety, and Multilingualism Among EFL Learners in Tertiary Education
Aims and Objectives/Purpose/Research Questions: This study examines how active multilingual language use, socio-cognitive (Langerian) mindfulness, and foreign-language listening anxiety (FLLA) relate concurrently and prospectively among Bangladeshi EFL undergraduates. Design/Methodology/Approach: A three-wave longitudinal design (baseline, +3 months, +6 months) was used. Primary analyses employed a cross-lagged panel model (CLPM) within the struc…
Justice and L2 motivational network
This study models second language (L2) motivational factors and classroom justice in English as a Foreign Language (EFL) learners via a network psychometric method. The study formulates a network of motivational aspects including expectancy beliefs, goal orientations, ideal and ought-to L2 selves, learning experiences, intended effort, mindsets, and anxiety and distributive, procedural, and interactional justice dimensions as an interconnected sy…
Psychology (7 works) · Computer Science (6 works) · Linguistics (5 works) · Anxiety (4 works) · EFL/ESL Teaching and Learning (4 works) · Metaverse (4 works) · Education and Learning Interventions (3 works) · Education Practices and Challenges (3 works) · Educational and Psychological Assessments (3 works) · Mathematics education (3 works)