Zeynep Bilki
Biographic Data
| ID | 6480097 |
|---|---|
| NAME | Zeynep Bilki |
| GIVEN NAMES | Zeynep |
| FAMILY NAME | Bilki |
| SIGNATURE | BILKI Z |
| AFFILIATIONS | TED University |
| ORCID | 0000-0001-9505-8093 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The capacity of ChatGPT-4 for L2 writing assessment
This study examined the capacity of ChatGPT-4 to assess L2 writing in an accurate, specific, and relevant way. Based on 35 argumentative essays written by upper-intermediate L2 writers in higher education, we evaluated ChatGPT-4’s assessment capacity across four L2 writing dimensions: (1) Task Response, (2) Coherence and Cohesion, (3) Lexical Resource, and (4) Grammatical Range and Accuracy. The main findings were (a) ChatGPT-4 was exceptionally …
Virtual exchange as an aid for pre-service language teacher wellbeing
Exploring second language writers’ engagement with ChatGPT feedback
Students’ perceptions of online peer feedback in process-oriented L2 writing
Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced inter…
Syntactic complexity in learner-generated research paper introductions
Shaping a score
The present study investigates integrated writing assessment performances with regard to the linguistic features of complexity, accuracy, and fluency (CAF). Given the increasing presence of integrated tasks in large-scale and classroom assessments, validity evidence is needed for the claim that their scores reflect targeted language abilities. Four hundred and eighty integrated writing essays from the Internet-based Test of English as a Foreign L…
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Shaping a score
The present study investigates integrated writing assessment performances with regard to the linguistic features of complexity, accuracy, and fluency (CAF). Given the increasing presence of integrated tasks in large-scale and classroom assessments, validity evidence is needed for the claim that their scores reflect targeted language abilities. Four hundred and eighty integrated writing essays from the Internet-based Test of English as a Foreign L…
Syntactic complexity in learner-generated research paper introductions
Students’ perceptions of online peer feedback in process-oriented L2 writing
Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced inter…
The capacity of ChatGPT-4 for L2 writing assessment
This study examined the capacity of ChatGPT-4 to assess L2 writing in an accurate, specific, and relevant way. Based on 35 argumentative essays written by upper-intermediate L2 writers in higher education, we evaluated ChatGPT-4’s assessment capacity across four L2 writing dimensions: (1) Task Response, (2) Coherence and Cohesion, (3) Lexical Resource, and (4) Grammatical Range and Accuracy. The main findings were (a) ChatGPT-4 was exceptionally …
Virtual exchange as an aid for pre-service language teacher wellbeing
Exploring second language writers’ engagement with ChatGPT feedback
Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (3 works) · Mathematics education (3 works) · Psychology (3 works) · Foreign language (2 works) · Mathematics (2 works) · Natural language processing (2 works) · Pedagogy (2 works) · Peer feedback (2 works)