Ramazan Yetkin
Biographic Data
| ID | 809087 |
|---|---|
| NAME | Ramazan Yetkin |
| GIVEN NAMES | Ramazan |
| FAMILY NAME | Yetkin |
| SIGNATURE | YETKIN R |
| AFFILIATIONS | Niğde Ömer Halisdemir Üniversitesi |
| ORCID | 0000-0002-4688-509X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Tracking foreign language speaking enjoyment across AI-mediated conversational topics: An idiodynamic perspective
Research on AI-integrated language learning has expanded rapidly due to the affordances AI offers in language classrooms. However, the role of AI in shaping learners’ emotions – particularly in skill-specific contexts and at a micro-temporal level – remains underexplored. This study examines how enjoyment dynamically fluctuates within and across AI-mediated conversational activities. Grounded in Positive Psychology (PP) and framed by Complex Dyna…
Redefining Teacher–Technology Relationships: AI ‐Driven Platforms in EFL Classrooms Through the Eyes of Pre‐Service Teachers
The increasing use of artificial intelligence (AI)‐driven platforms such as ChatGPT in language classrooms has intensified debates concerning the evolving relationship between teachers and educational technology. Although prior research has largely examined the affordances and challenges of AI for language learning, limited attention has been paid to whether AI is perceived as replacing or complementing language teachers, particularly from the pe…
A Dynamic Analysis of Teacher Motivation in the Context of Socio‐Educational Disparities
This case study explores the dynamic nature of teacher motivation within the context of socio‐educational disparities—an area that remains underexplored in language education research. Framed within Complex Dynamic Systems Theory, the study examines the motivational experiences of a highly experienced English language teacher who voluntarily participated in the research. Data were collected through weekly self‐ratings and reflective journals over…
Unveiling Factors and Strategies to Alleviate Anxiety Among EFL Student Teachers in Online and In-Person Practicums
The role of anxiety in language education has been well established as a significant factor affecting the success or failure of both teachers and students, including student teachers (STs). While there is a substantial body of research examining student-teacher anxiety (STA), particularly within in-person practicum settings, most of these studies have focused on assessing anxiety levels or identifying factors that induce anxiety. However, a deart…
Exploring temporal variations in anxiety in multilingual English teachers: An idiodynamic approach
This study contributes to the evolving field of anxiety research by examining teacher anxiety from a dynamic perspective. The findings underscore the importance of addressing fluctuating anxiety levels in teacher training programs to enhance classroom effectiveness and promote teacher well-being
Exploring the antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective
In the realm of foreign language learning, emotions play a pivotal role, yet boredom remains a largely overlooked aspect, with scant research exploring its dynamics in classroom settings. Addressing this gap, this study delves into the Turkish English as a Foreign Language (EFL) context to investigate the multifaceted nature of boredom, examining its fluctuations, antecedents, manifestations and coping strategies. Four elementary level EFL learne…
Exploring the antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective
In the realm of foreign language learning, emotions play a pivotal role, yet boredom remains a largely overlooked aspect, with scant research exploring its dynamics in classroom settings. Addressing this gap, this study delves into the Turkish English as a Foreign Language (EFL) context to investigate the multifaceted nature of boredom, examining its fluctuations, antecedents, manifestations and coping strategies. Four elementary level EFL learne…
A Dynamic Analysis of Teacher Motivation in the Context of Socio‐Educational Disparities
This case study explores the dynamic nature of teacher motivation within the context of socio‐educational disparities—an area that remains underexplored in language education research. Framed within Complex Dynamic Systems Theory, the study examines the motivational experiences of a highly experienced English language teacher who voluntarily participated in the research. Data were collected through weekly self‐ratings and reflective journals over…
Unveiling Factors and Strategies to Alleviate Anxiety Among EFL Student Teachers in Online and In-Person Practicums
The role of anxiety in language education has been well established as a significant factor affecting the success or failure of both teachers and students, including student teachers (STs). While there is a substantial body of research examining student-teacher anxiety (STA), particularly within in-person practicum settings, most of these studies have focused on assessing anxiety levels or identifying factors that induce anxiety. However, a deart…
Exploring temporal variations in anxiety in multilingual English teachers: An idiodynamic approach
This study contributes to the evolving field of anxiety research by examining teacher anxiety from a dynamic perspective. The findings underscore the importance of addressing fluctuating anxiety levels in teacher training programs to enhance classroom effectiveness and promote teacher well-being
Exploring the antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective
In the realm of foreign language learning, emotions play a pivotal role, yet boredom remains a largely overlooked aspect, with scant research exploring its dynamics in classroom settings. Addressing this gap, this study delves into the Turkish English as a Foreign Language (EFL) context to investigate the multifaceted nature of boredom, examining its fluctuations, antecedents, manifestations and coping strategies. Four elementary level EFL learne…
Tracking foreign language speaking enjoyment across AI-mediated conversational topics: An idiodynamic perspective
Research on AI-integrated language learning has expanded rapidly due to the affordances AI offers in language classrooms. However, the role of AI in shaping learners’ emotions – particularly in skill-specific contexts and at a micro-temporal level – remains underexplored. This study examines how enjoyment dynamically fluctuates within and across AI-mediated conversational activities. Grounded in Positive Psychology (PP) and framed by Complex Dyna…
Redefining Teacher–Technology Relationships: AI ‐Driven Platforms in EFL Classrooms Through the Eyes of Pre‐Service Teachers
The increasing use of artificial intelligence (AI)‐driven platforms such as ChatGPT in language classrooms has intensified debates concerning the evolving relationship between teachers and educational technology. Although prior research has largely examined the affordances and challenges of AI for language learning, limited attention has been paid to whether AI is perceived as replacing or complementing language teachers, particularly from the pe…
Psychology (3 works) · Social Psychology (3 works) · AI in Service Interactions (2 works) · Anxiety (2 works) · Applied Psychology (2 works) · Developmental psychology (2 works) · EFL/ESL Teaching and Learning (2 works) · Language acquisition (2 works) · Mathematics education (2 works) · Online Learning and Analytics (2 works)