Dissertation

  1. Dinçer, N. (2020). The effects of flipped learning model on EFL students’ grammar proficiency and learner autonomy. Bahcesehir University.
    Abstract

    With the advances in educational technologies, many teachers begin to design their classes in innovative ways to draw digital native students' attention and consequently address their needs. Flipped Learning is one of such advances that inverts the way of instruction. It is a transformative approach where in-class time is devoted to practice and lectures are taken out of the class via technology.The current study was conducted to find out the effects of flipped learning on students' grammar proficiency and learner autonomy. Additionally, it was aimed to discover students' attitudes towards flipped grammar class. The population of the study is comprised of 37 A2 level students attending English preparatory classes at a military school during the spring semester of 2018-2019 academic year. The study is based on a mixed method approach and quasi-experimental research design. To this end, the quantitative data was collected by administrating a questionnaire of flipped grammar class attitude and learner autonomy. Furthermore, pre-test and post-test were utilized to reveal the differences in students' grammar proficiency. Besides, a semi structured interview was employed as a qualitative data to gain insights into the flipped model through students' opinions. The quantitative data was analyzed through SPSS 23, on the other hand the qualitative data was analyzed manually.Findings of the study demonstrated that flipped learning model has worked well in grammar instruction and compensated for the drawbacks caused by the lecture-based instruction. Additionally, it can be deduced from the questionnaire and interviews that students were quite positive to the flipped model and satisfied with the treatment process. It was also found out that there had been significant difference in students' learner autonomy level.

    BibTex Citation
    @mathesis{Dincer2020flipped,
      title = {The effects of flipped learning model on EFL students' grammar proficiency and learner autonomy},
      author = {Dinçer, Nazmi},
      year = {2020},
      school = {Bahcesehir University},
      note = {https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=fb9K9GKvDgQXVuEGz-ScbA&no=gbCQJnb8AaZQaVEs2omZWw}
    }
    

Journal Papers

  1. Dinçer, N., & Dinçer, R. (2021). The effect of a serious game on aviation vocabulary acquisition. International Journal of Serious Games, 8(4), 49–63. https://doi.org/10.17083/ijsg.v8i4.464
    Abstract

    Having proficiency in the standard aviation phraseology specified by International Civil Aviation Organization (ICAO) is of great importance for prospective pilots in communication with air traffic controllers and other pilots. The ambiguity in the standard phraseology could be a disaster for the flight crews. That’s why; serious thought has been given at the policy of improving the precise communication in aviation. However, it remains unclear whether the serious game-based flight simulations can enhance the vocabulary intake of the learners who invest the majority of their time in studying the standard aviation phraseology. There is also a dearth of research pertaining to the association between serious gaming and aviation phraseology. The advancement of the technology has exponentially expanded the digital games and therefore began to be widely used in education. The current study thus sets out to investigate the effect of a serious simulation game X-Plane 11 offering invaluable learning experience on aviation vocabulary acquisition. This investigation takes the form of a quasi-experimental mixed-method research by retrieving convenience sampling (15 subjects in experimental group, 15 subjects in control group). The findings indicated that there had been strong evidence of the positive effects of serious gaming on the learners’ outcome. Following the integration of the serious game, a significant increase with the medium effect size in the experimental group was recorded. This finding was also echoed by the majority of the interviewees who unanimously emphasized that the game was beneficial and motivating for language learning despite the minority challenges triggered by the level of language, hardware, and software types.

    BibTex Citation
    @article{dincer2021game,
      title = {The effect of a serious game on aviation vocabulary acquisition},
      author = {Dinçer, Nazmi and Dinçer, Rabia},
      journal = {International Journal of Serious Games},
      volume = {8},
      number = {4},
      pages = {49--63},
      year = {2021},
      doi = {10.17083/ijsg.v8i4.464},
      note = {https://journal.seriousgamessociety.org/index.php/IJSG/article/view/464}
    }
    
  2. Dinçer, N., & Dinçer, R. (2022). DISTANCE EDUCATION REVIEW: THE CASE OF RUSSIA. International Journal of Current Approaches in Language, Education and Social Sciences, 4, 1–18.
    Abstract

    Distance education has long been an integral component of the education system of the Russian Federation and the former Soviet Union. A great many students and teachers in the country have been benefiting from the merits of distance education. The statistics announced by the state officials indicate strong evidence for the presence of mainstream remote learning. However, there is little information with regard to distance education of the country in the western literature. This necessitates an overview of the system and the history of the integration. This article, thus, sheds light on the general information regarding the history and demography of the general and higher education system across the country. It further takes a slight detour to the history of distance education and contemporary practices.

    BibTex Citation
    @article{dincer2022russia,
      title = {DISTANCE EDUCATION REVIEW: THE CASE OF RUSSIA},
      author = {Dinçer, Nazmi and Dinçer, Rabia},
      journal = {International Journal of Current Approaches in Language, Education and Social Sciences},
      volume = {4},
      pages = {1--18},
      year = {2022},
      note = {https://dergipark.org.tr/en/pub/caless/issue/69005/1040204}
    }
    
  3. Dinçer, N. (2022). The voice effect in multimedia instruction revisited: Does it still exist? Journal of Pedagogical Research, 6(3), 17–26. https://doi.org/10.33902/JPR.202214591
    Abstract

    The voice effect or principle assumes that people learn better when they are exposed to multimedia instruction that includes a human voice rather than a machine voice. This investigation reconsiders the voice principle by investigating the relationship between learning outcomes and mental effort of the learners. Text-to-speech (TTS) engines have improved dramatically since the early 2000s, thanks to technological advancements. The researchers employed sophisticated TTS engines in a pretest-posttest design to analyze the various voice types (human voice, traditional machine voice, and modern machine voice). The results indicated that the progress in TTS technology enabled to generate real-life-like voices, and therefore no significant difference was observed between the modern and human voice. Furthermore, the participants’ cognitive load was consistent with the findings of the learning outcomes.

    BibTex Citation
    @article{dincer2022media,
      title = {The voice effect in multimedia instruction revisited: Does it still exist?},
      author = {Dinçer, Nazmi},
      journal = {Journal of Pedagogical Research},
      volume = {6},
      number = {3},
      pages = {17--26},
      year = {2022},
      doi = {10.33902/JPR.202214591},
      note = {https://www.ijopr.com/download/the-voice-effect-in-multimedia-instruction-revisited-does-it-still-exist-12116.pdf}
    }
    
  4. Dinçer, N., & Polat, M. (2022). The Use of Flipped Learning in EFL Grammar Instruction. Asian Journal of Distance Education, 17(1), 88–108. https://doi.org/10.5281/zenodo.6460785
    Abstract

    Although grammar has been central to L2 research and methodology over the years, the approaches to teaching grammar have long been a controversial topic in teaching English as a foreign language (EFL) even today when we are introduced with innovative methods especially with technology. Considered as an innovative and effective instructional approach, Flipped Learning (FL) might have the potential to transform the instructional design of the traditional teacher-led classes through the integration of technology and active learning strategies. To explore the role of flipped learning in the EFL context, the researchers investigated the impact of flipped learning on students’ development of grammar proficiency and their attitudes towards the new instructional model. A total of 37 students (19 subjects in the experimental group, 18 subjects in control group), who learn English as a foreign language at a state university in East Europe, participated in this study. The study employed a quasi-experimental mixed-methods research design using a variety of data collection instruments including pre-and post-tests on grammar proficiency, a questionnaire (Flipped Grammar Class Attitude Questionnaire) and semi-structured interviews. The results showed that learners trained through FL considerably surpassed the non-flipped group in terms of their success in English grammar. Furthermore, FL was found to have notably enhanced the students’ involvement, engagement, and performance. The results provide insights into the implementation of FL in the EFL context. Further studies might investigate the efficiency of multimedia materials, including animations or video lectures in the use of flipped instruction.

    BibTex Citation
    @article{dincer2022flipped,
      title = {The Use of Flipped Learning in EFL Grammar Instruction},
      author = {Dinçer, Nazmi and Polat, Mustafa},
      journal = {Asian Journal of Distance Education},
      volume = {17},
      number = {1},
      pages = {88--108},
      year = {2022},
      doi = {10.5281/zenodo.6460785},
      note = {http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/611}
    }
    
  5. Dinçer, N., & Demirdöken, G. (2023). Ab-inito Pilots’ Perspectives on the Use of Simulation in the Aviation English Course. Journal of Teaching English for Specific and Academic Purposes, 11(1), 011–022. https://doi.org/10.22190/JTESAP230130003D
    Abstract

    Flying is costly, time-consuming, dependent on weather and maintenance, and sometimes simply does not match with schedules well. When flying a real aircraft is not a feasible or even preferable for one reason or another, a flight simulator could be remedy. Using a flight simulator to improve ab-initio pilots’ knowledge and abilities may make their flying experience more effective and enjoyable. In this respect, this study aims to enhance aviation training through simulation-based learning and develop an understanding of how prospective pilots perceive the innovative approach of simulation integration in Aviation English courses. The X-Plane version 11 was used in conjunction with an introductory course in Aviation English and provided a substitute for an actual flight test experience at an aeronautical university. The sampling consisted of 20 tertiary level students enrolled in the Aviation English course. After the intervention, randomly selected 7 students were interviewed to gain insights into their perceptions about the use of simulation.

    BibTex Citation
    @article{dincer2023simulation,
      title = {Ab-inito Pilots’ Perspectives on the Use of Simulation in the Aviation English Course},
      author = {Dinçer, Nazmi and Demirdöken, Gökhan},
      journal = {Journal of Teaching English for Specific and Academic Purposes},
      volume = {11},
      number = {1},
      pages = {011--022},
      year = {2023},
      doi = {10.22190/JTESAP230130003D},
      note = {http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/1304}
    }
    
  6. Dinçer, N. (2023). Elevating Aviation Education: A Comprehensive Examination of Technology’s Role in Modern Flight Training. Journal of Aviation, 7(2), 317–323. https://doi.org/10.30518/jav.1279718
    Abstract

    As the aviation sector witnesses rapid technological progress, it opens new avenues to improve training methodologies and optimize performance results. This exhaustive analysis delves into the influence of technology incorporation on the efficacy of aviation training, learner involvement, and skills retention. It examines a wide array of research, concentrating on significant aspects like immersive technologies, artificial intelligence, game-based education, remote and cooperative training, and the enduring consequences of technology-boosted training. The outcomes demonstrate a favorable link between technology incorporation and enhanced learning results, elevated learner enthusiasm, and superior knowledge retention. The analysis further pinpoints crucial future trajectories, such as the broadening of immersive technologies, the creation of adjustable training systems, and the assessment of long-lasting training impacts. By tackling ethical and privacy issues and formulating optimal practices and guidelines, the aviation sector can effectively tap into the possibilities offered by technology, resulting in better-equipped professionals, augmented safety norms, and heightened operational competence. This analysis acts as a significant reference for researchers, practitioners, and decision-makers, offering insight into the present state of technology-augmented aviation training and underlining paths for upcoming research and innovation.

    BibTex Citation
    @article{dincer2023aviation,
      title = {Elevating Aviation Education: A Comprehensive Examination of Technology's Role in Modern Flight Training},
      author = {Dinçer, Nazmi},
      journal = {Journal of Aviation},
      volume = {7},
      number = {2},
      pages = {317--323},
      year = {2023},
      doi = {10.30518/jav.1279718},
      note = {https://dergipark.org.tr/en/pub/jav/issue/78209/1279718}
    }
    
  7. Dinçer, N. (2023). The Role of Serious Games in Effective Aviation English. Applied Linguistics Papers, 27(2), 72–82. https://doi.org/10.32612/uw.25449354.2023.1.pp.72-83
    Abstract

    Effective communication is of paramount importance in the aviation industryduring the dialogic exchanges between partners, as miscommunication can lead to severe consequences for both safety and effi-ciency. As English has become the global language for aviation communication, aviation English courses have gained a significantprominence in recent years. Thisarticle exploresthe potential of serious games andintroduces sample games designed to achieve specific learning outcomes, as a valuable tool for enhancing language learning and proficiency in aviation English courses. The paper aims to provide educators and course designers with valuable insights and guidance on how to effectively integrate serious games into their curric-ulum, ultimately contributing to enhanced communication skills and improved overall performance in the aviation industry.

    BibTex Citation
    @article{dincer2023seriousgames,
      title = {The Role of Serious Games in Effective Aviation English},
      author = {Dinçer, Nazmi},
      journal = {Applied Linguistics Papers},
      volume = {27},
      number = {2},
      pages = {72--82},
      year = {2023},
      doi = {10.32612/uw.25449354.2023.1.pp.72-83},
      note = {http://alp.uw.edu.pl/tomy/applied-linguistics-papers-27-2-2023}
    }
    
  8. Ece, C., Balkan, Ö., & Dinçer, N. (2023). Immersive Virtual Reality in Tertiary Level EFL Education: A Systematic Review of Recent Applications. Innovational Research in ELT, 4(2), 59–69. https://doi.org/2307-06-0005.R1
    Abstract

    The use of virtual reality in foreign language learning has captured the attention of many researchers in recent years. The number of recent systematic reviews which focus specifically on English as a foreign language (EFL) education and Virtual Reality, however, is scarce as it still remains a relatively new technology in language learning. This paper provides a systematic review of 21 research articles published in the literature between the years 2017 and 2022 in the field of teaching and learning English as a foreign language through the use of VR. The main purpose of this systematic review was to identify contexts, features, strategies of VR in foreign language education at higher institutions and to interpret them in terms of their effects on English language learners. In particular, the review focuses on the study contexts, the aim of VR integration, the type of VR technology integrated, the strategies used, the effects on student performance, and future directions included in the research articles. The review demonstrates that VR technologies have a significant positive impact on performance boost in EFL context. The article concludes with limitations such as being confined to English as a foreign language context and addresses directions for future work.

    BibTex Citation
    @article{dincer2023VR,
      title = {Immersive Virtual Reality in Tertiary Level EFL Education: A Systematic Review of Recent Applications},
      author = {Ece, Cigdem and Balkan, Özlem and Dinçer, Nazmi},
      journal = {Innovational Research in ELT},
      volume = {4},
      number = {2},
      pages = {59--69},
      year = {2023},
      doi = {2307-06-0005.R1},
      note = {http://www.irelt.org/makale/4256}
    }
    
  9. Dinçer, R., Dinçer, N., & Guksu, O. (2023). An interactive conversation with a chatbot: Does ChatGPT know standard phraseology in aviation English? The Literacy Trek, 9(2), 24–41. https://doi.org/10.47216/literacytrek.1382543
    Abstract

    This research investigates the profound effects of ChatGPT, an artificial intelligence (AI) language model, on the domain of aviation English. Within an industry that places significant emphasis on safety and accuracy, this study utilizes a qualitative case study methodology to evaluate the performance of ChatGPT. There has been an interactive conversation with ChatgGPT acting as an air-traffic controller. The observations based on the instant responses of the chatbot following the prompts demonstrated that ChatGPT shows exceptional competence in conforming to conventional aviation phraseology throughout different flight stages, ranging from ground clearances to landing, by using role-play situations. Beyond linguistic accuracy, ChatGPT facilitates dynamic and contextually relevant dialogues, enhancing aviation education and training experiences.

    BibTex Citation
    @article{dincer2023GPT,
      title = {An interactive conversation with a chatbot: Does ChatGPT know standard phraseology in aviation English?},
      author = {Dinçer, Rabia and Dinçer, Nazmi and Guksu, Oguz},
      journal = {The Literacy Trek},
      volume = {9},
      number = {2},
      pages = {24--41},
      year = {2023},
      doi = {10.47216/literacytrek.1382543},
      note = {https://dergipark.org.tr/en/pub/literacytrek/issue/80958/1382543}
    }
    
  10. Dinçer, R., Polat, M., & Dinçer, N. (2024). Integrating Technology in EFL: A Study on TPACK and Self-Efficacy Among Turkish Educators. Asian Journal of Distance Education, 19(1), 24–41. https://doi.org/-
    Abstract

    This study explores the intersection of Technological Pedagogical Content Knowledge (TPACK) and Technology Integration Self-Efficacy (TISE) among EFL instructors in Turkey. Utilizing a quantitative approach, 101 EFL instructors were across various Turkish universities, employing the TPACK-EFL assessment and the TISE questionnaire. Our findings reveal a robust foundation in EFL educators’ TPACK and a general confidence in technology integration. Obviously, a predictive relationship between TPACK levels and TISE beliefs was observed, indicating that educators’ self-efficacy in technology integration significantly influences their TPACK proficiency. This research contributes to the understanding of EFL educators’ capabilities in integrating technology into higher education and highlights areas for enhancing technology confidence and proficiency. The implications of these findings extend to the design of instructor training programs and curriculum development in EFL settings, advocating for an increased focus on technology integration competencies.

    BibTex Citation
    @article{dincer2023TPACK,
      title = {Integrating Technology in EFL: A Study on TPACK and Self-Efficacy Among Turkish Educators},
      author = {Dinçer, Rabia and Polat, Mustafa and Dinçer, Nazmi},
      journal = {Asian Journal of Distance Education},
      volume = {19},
      number = {1},
      pages = {24--41},
      year = {2024},
      doi = {-},
      note = {https://asianjde.com/ojs/index.php/AsianJDE/article/view/759}
    }
    

Book Chapters

  1. Dinçer, N., & Samur, Y. (2022). Çok Kullanıcılı Oyunlar. In A. Şimşek (Ed.), Yeni Medyanın Yükselişi (pp. 219–238). Nobel Akademik Yayıncılık.
    Abstract

    Yeni medya, insanların akıllı cihazlar üzerinden etkili ve hızlı şekilde iletişim içinde bulunabileceği yeni teknolojiler ile ortaya çıkmıştır. Yeni medyanın yükselişi mevcut bilgi-iletişim yöntemlerini tekrardan tanımlayarak çok daha zengin ve çeşitli hale getirmiştir. Bunların başında ise yüzyıllardır insanların hayatında olan ve eğlenerek yaptıkları bir takım kurallı etkinlikler bütünü olarak tanımlanan oyunlar gelmektedir. Oyun üreticileri planlama, tasarım yapma ve geliştirme aşamasında yeni medyanın olanaklarından yararlanarak oyunlara birçok özellikler getirmiş ve bu durum farklı amaçlar için kullanılabilen sanal oyun ortamlarının ortaya çıkmasına sebep olmuştur. Oyunlar, dijitalleşmeyle beraber farklı kategorilerde, türlü özellikler ile milyonlarca kullanıcıya ulaşmıştır. Bunlar arasında oyuncuların ilgisini en çok çekenlerden birisi de güçlü akış deneyimi, oyun mekanikleri ve sosyal öğeler içeren çok kullanıcılı oyunlardır. Çok kullanıcılı oyunlar birçok oyuncuyu, hatta milyonlarcasını internet aracılığıyla farklı aygıtlar üzerinden üç boyutlu sanal ortamlarda toplayarak tek başına, birlikte veya birbirlerine karşı iletişim içinde oynamalarına olanak sağlarken, mücadele, görev, puan gibi farklı oyun bileşenleriyle bağlılığı ve bağımlılığı da artırmaktadır. Bu bölüm, çok kullanıcılı oyunları farklı yönlerden ele alarak incelemektedir ve eğitim ortamında kullanımına dair örnekler sunmaktadır.

    BibTex Citation
    @inbook{Dinçer2022MMO,
      author = {Dinçer, Nazmi and Samur, Yavuz},
      editor = {Şimşek, Ali},
      title = {Çok Kullanıcılı Oyunlar},
      booktitle = {Yeni Medyanın Yükselişi},
      year = {2022},
      publisher = {Nobel Akademik Yayıncılık},
      address = {İstanbul},
      pages = {219--238},
      url = {},
      note = {https://www.nobelyayin.com/yeni-medyanin-yukselisi-18477.html}
    }
    
  2. Dinçer, N., & Demirdöken, G. (2024). Generative AI Soaring in the Skies: New Horizons in Aviation English. In A. B. Ramesh C. Sharma (Ed.), Transforming Education With Generative AI: Prompt Engineering and Synthetic Content Creation (pp. 219–238). IGI Global. https://doi.org/10.4018/979-8-3693-1351-0.ch019
    Abstract

    Several regulations in the aviation industry have been made by authorities to minimize the incidents due to language barriers; however, a more reasonable solution lies in equipping prospective pilots with necessary language skills in target settings. This requires a transformation in Aviation English (AE) classrooms through the medium of emerging technologies. Accordingly, this chapter presents a novel strategy for rethinking AE instruction by using approaches from generative artificial intelligence. It investigates the ways in which prompt engineering and synthetic content production might be used to improve the efficacy of AE teaching. Learners may benefit from better language comprehension, communication skills, and situational awareness by seamlessly incorporating AI-driven language creation into the curriculum. Instructors could find examples of generative AI-driven classroom applications for improved learning outcomes. Considering these potential contributions to the field, this chapter may, in turn, innovate and uplift the AE courses and safety in the aviation industry.

    BibTex Citation
    @inbook{Dinçer2024GenAI,
      author = {Dinçer, Nazmi and Demirdöken, Gökhan},
      editor = {Ramesh C. Sharma, Aras Bozkurt},
      title = {Generative AI Soaring in the Skies: New Horizons in Aviation English},
      booktitle = {Transforming Education With Generative AI: Prompt Engineering and Synthetic Content Creation},
      year = {2024},
      publisher = {IGI Global},
      address = {Hershey, Pennsylvania, USA},
      pages = {219--238},
      doi = {10.4018/979-8-3693-1351-0.ch019},
      note = {https://www.igi-global.com/book/transforming-education-generative/327460}
    }
    
  3. Dinçer, N., & Bal, S. (2024). A Qualitative Journey on Instructors’ Perceptions of Artificial Intelligence in EFL Education. In F. Pan (Ed.), AI in Language Teaching, Learning, and Assessment (pp. 78–100). IGI Global. https://doi.org/10.4018/979-8-3693-0872-1.ch005
    Abstract

    Artificial Intelligence influences education, particularly language instruction. Despite its expanding attention, few studies have examined teachers’ views on AI in education. This qualitative study explores EFL teachers’ AI-related views and insights. The study uses semi-structured interviews with 21 instructors from diverse universities to uncover complex attitudes toward AI, pedagogical ideologies, perceived benefits and drawbacks of AI, and privacy concerns. The study highlights four main themes: AI’s capacity to adapt to individual learning needs, its influence on pedagogical dynamics, the need for technical proficiency to integrate AI, and ethical and security issues related to AI use. These results highlight the perceived benefits and challenges educators face when using AI and emphasize the need for continued research to develop successful AI integration techniques for language instruction.

    BibTex Citation
    @inbook{Dinçer2023AIPerception,
      author = {Dinçer, Nazmi and Bal, Samet},
      editor = {Pan, Fang},
      title = {A Qualitative Journey on Instructors' Perceptions of Artificial Intelligence in EFL Education},
      booktitle = {AI in Language Teaching, Learning, and Assessment},
      year = {2024},
      publisher = {IGI Global},
      address = {Hershey, Pennsylvania, USA},
      pages = {78--100},
      url = {https://doi.org/10.4018/979-8-3693-0872-1.ch005},
      note = {https://www.igi-global.com/chapter/a-qualitative-journey-on-instructors-perceptions-of-artificial-intelligence-in-efl-education/339091}
    }
    

Conference Proceedings

  1. Dincer, N., & Şimşek, A. (2022). ONLINE LEARNING READINESS AND ATTITUDES TOWARDS DISTANCE EDUCATION. EDULEARN22 Proceedings, 3545–3555. https://doi.org/10.21125/edulearn.2022.0871
    Abstract

    The transition to online learning has been exponentially growing due to its merits, such as flexibility, accessibility, and innovative course delivery. The huge pivot to urgent distance learning triggered by the pandemic has also raised the attention to this phenomenon. Institutions and instructors, however, encountered many challenges including students’ readiness and attitudes during the transition. This study attempted to investigate the degree to which university students studying at a tertiary level military school are ready for online learning and what attitudes they have towards distance education through an explanatory sequential mixed-methods research design. Besides, it was aimed to explore the correlation between online learning readiness and attitudes towards distance education. The data was gathered from 307 participants through Likert-type scales. Results demonstrated that students were found to have a high degree of online learning readiness and positive attitudes towards distance education. However, the correlation between students’ online learning readiness and attitudes towards distance education was very low while a strong correlation was observed between the ICT competence dimension of readiness and the usefulness dimension of the attitude scale. Furthermore, freshman students had a higher degree of attitudes towards distance education, whereas age differences generally did not influence the results. Finally, a considerable percentage of students had concerns as well as hesitations about attending online learning instead of face-to-face instruction

    BibTex Citation
    @inproceedings{DINCER2022ONL,
      author = {Dincer, N. and Şimşek, A.},
      title = {ONLINE LEARNING READINESS AND ATTITUDES TOWARDS DISTANCE EDUCATION},
      series = {14th International Conference on Education and New Learning Technologies},
      booktitle = {EDULEARN22 Proceedings},
      isbn = {978-84-09-42484-9},
      issn = {2340-1117},
      doi = {10.21125/edulearn.2022.0871},
      publisher = {IATED},
      location = {Palma, Spain},
      month = {4-6 July, 2022},
      year = {2022},
      pages = {3545--3555},
      note = {https://dx.doi.org/10.21125/edulearn.2022.0871}
    }
    
  2. Dincer, N., & Dinçer, R. (2022). ENHANCING AVIATION ENGLISH COURSE THROUGH SIMULATION-BASED INSTRUCTION. EDULEARN22 Proceedings, 10456. https://doi.org/10.21125/edulearn.2022.2540
    Abstract

    It is essential for prospective pilots to be fluent while communicating with air traffic controllers and other pilots. For flight crews, the uncertainty in common phraseology might bring about tragedy. As a result, much consideration has been given to the strategy of strengthening accurate and clear communication in aviation. It is, however, uncertain if serious game-based flight simulators can help vocabulary attainment of the learners that dedicate the most of their time to learning conventional aviation jargon. There is also a scarcity of study on the link between serious gaming and aviation phraseology. Digital games have grown in popularity as a result of technological advancements, and they are now commonly employed in education. The present research aims to focus on the impact of the serious-game based instruction which provides an experiential learning while studying aviation vocabulary. By obtaining convenience sampling, this inquiry adopts the shape of quasi-experimental mixed-method research (15 participants in the experimental group, 15 participants in the control group). The data revealed that there was considerable evidence that supports favorable benefits of serious game-based simulation on students’ learning outcomes. Following the inclusion of the simulation, the intervention group has seen a considerable rise in the medium effect size. Although some obstacles with regard to the game were emphasized, the majority of the respondents uniformly agreed that the game was effective and engaging for aviation courses.

    BibTex Citation
    @inproceedings{DINCER2022ENH,
      author = {Dincer, N. and Dinçer, R.},
      title = {ENHANCING AVIATION ENGLISH COURSE THROUGH SIMULATION-BASED INSTRUCTION},
      series = {14th International Conference on Education and New Learning Technologies},
      booktitle = {EDULEARN22 Proceedings},
      isbn = {978-84-09-42484-9},
      issn = {2340--1117},
      doi = {10.21125/edulearn.2022.2540},
      publisher = {IATED},
      location = {Palma, Spain},
      month = {4-6 July, 2022},
      year = {2022},
      pages = {10456},
      note = {https://dx.doi.org/10.21125/edulearn.2022.2540}
    }
    
  3. Students’ Online Learning Experiences Regarding Course Quality, Content, and Dialogic Interactions Amidst the COVID-19 Pandemic. (2022). 5th International Open and Distance Learning Conference Proocedings Book, 257–276. https://doi.org/10.528/zenodo.7488343
    Abstract

    The unprecedented outbreak of the COVID-19 pandemic and the consequent lockdown forced institutions across the world to initiate online learning and switch to emergency online learning and teaching. The dominance of environmental factors in online learning has never been so high before. This necessitates research on revisiting the existing knowledge of students’ perception with regard to online learning. This basic descriptive qualitative study set out to examine the learning experiences and perceptions of students attending online English courses at a foundation university in Turkey. Moore’s transactional distance learning theory provides a basis for this research in understanding the dialogic interactions between course content, students, platforms, and teachers. Purposive sampling was used to select 12 students who volunteered to participate in the study. The data collection was multimodal with online observations and interviews. The data analysis was conducted through inductive coding in NVivo software. The results showed that students were satisfied with the overall quality of their interactions with platforms, and teachers. They also expressed their appreciation for the quantity and quality of the content that they were presented with through the learning management system, itslearning and the Microsoft Teams despite some concerns over its variety of the materials they were provided with due to the repetitive tasks. The students with low autonomy, on the other hand, had difficulty adapting to online learning. They also complained about the lack of peer interaction and rigid structure of the writing and grammar lessons. Lastly, the COVID-19 pandemic had negative impacts on students’ motivation, discipline, and attitudes towards the course. Students thus did not prefer online learning as a substitution for face-to-face learning. We argue that there Is a direct relationship between course content Including all course materials and the Interactions during online courses and suggest that further research should be carried out given that online education has been gaining increasing popularity in educational institutions.

    BibTex Citation
    @inproceedings{DINCER2022ONM,
      author = {},
      title = {Students' Online Learning Experiences Regarding Course Quality, Content, and Dialogic Interactions Amidst the COVID-19 Pandemic},
      series = {5th International Open and Distance Learning Conference Proocedings Book},
      booktitle = {5th International Open and Distance Learning Conference Proocedings Book},
      isbn = {978-975-06-4368-2},
      issn = {2340-1117},
      doi = {10.528/zenodo.7488343},
      publisher = {Anadolu University},
      location = {Eskişehir, Turkey},
      month = {28-30 September, 2022},
      year = {2022},
      pages = {257--276},
      note = {https://doi.org/10.5281/zenodo.7488343}
    }
    
  4. Dinçer, N., & Pamukçu, A. (2022). Instructor Presence and Tool Interactivity in Online Learning: How Do They Influence Students’ Learning Experiences. 5th International Open and Distance Learning Conference Proocedings Book, 299. https://doi.org/10.528/zenodo.7488343
    Abstract

    Due to the COVID-19 pandemic and mitigation measures to put a stop to its spread, mainstream education was delivered online in many parts of the world. Teachers who had different levels of online instruction experiences ranging from none to some had to switch to emergency remote teaching using online platforms most of which had not been specifically designed for educational purposes. In addition, the materials that were not specially developed by taking the relevant design principles into account were mainly utilized as supplementary course materials. As a result of the distant presence of the teachers, course participants and online education tools employed, the perception of teacher presence and the interactions in the online classroom were affected by the dramatic shift in the mode of instruction. The research aims to investigate how instructor presence and tool interactivity influence online learning and make some suggestions on how online education can be more effective by enhancing interactions in an online class and consequently, how student engagement and satisfaction can be improved in online learning. The current study, thus, seeks to answer whether there was a statistically significant relationship (a) between tool interactivity and the perception of instructor presence in online classes, and (b) between the perception of instructor presence and student learning experiences such as engagement and satisfaction in online learning. The researchers found that there is a statistically significant relationship between tool interactivity and perceived instructor presence, and between student engagement and student satisfaction.

    BibTex Citation
    @inproceedings{DINCER2022ONN,
      author = {Dinçer, N. and Pamukçu, A.},
      title = {Instructor Presence and Tool Interactivity in Online Learning: How Do They Influence Students' Learning Experiences},
      series = {5th International Open and Distance Learning Conference Proocedings Book},
      booktitle = {5th International Open and Distance Learning Conference Proocedings Book},
      isbn = {978-975-06-4368-2},
      issn = {2340-1117},
      doi = {10.528/zenodo.7488343},
      publisher = {Anadolu University},
      location = {Eskişehir, Turkey},
      month = {28-30 September, 2022},
      year = {2022},
      pages = {299},
      note = {https://doi.org/10.5281/zenodo.7488343}
    }
    
  5. Bal, S., & Dinçer, N. (2023). Enhancing Vocabulary Learning through ChatGPT: ACase Study with EFL Students. 3rd International Conference On Educational Technology and Online Learning, 128.
    Abstract

    This article presents a case study involving 26 English as a Foreign Language (EFL) students who were introduced to ChatGPT, an AI language model, to facilitate vocabulary learning and practice. Over eight sessions, students were introduced how to utilize it for vocabulary learning across various activities such as vocabulary exercises, reading assignments, and writing assignments. After a month, 12 students reported actively using ChatGPT for vocabulary learning and were invited for semi-structured interviews. The interviews explored their usage patterns, perceived usefulness, and experiences with ChatGPT. Findings from the interviews revealed that students utilized ChatGPT in various ways to enhance vocabulary learning. They appreciated ChatGPT’s instant feedback and clarification, which helped address doubts and misconceptions. Students found ChatGPT valuable for generating examples and contextual sentences, improving their understanding of word usage. ChatGPT also served as a language partner, providing conversational practice and suggesting alternative expressions or synonyms. Students highlighted several helpful aspects of ChatGPT. They valued its availability at any time, enabling flexible and self-paced learning. ChatGPT’s personalized interactions fostered autonomy and individualized learning experiences. Students also noted its adaptability to different learningpreferences, benefitting both visual and auditory learners. This study contributes to the literature by highlighting the benefits of integrating ChatGPT into EFL classrooms for vocabulary learning. Students perceive ChatGPT as a valuable resource, actively engaging in vocabulary exercises and reading assignments and writing tasks. byincorporating ChatGPT, educators can enhance the effectiveness and efficiency of vocabulary instruction, providing personalized and interactive learning experiences.

    BibTex Citation
    @inproceedings{DINCER2023ONL,
      author = {Bal, S. and Dinçer, N.},
      title = {Enhancing Vocabulary Learning through ChatGPT: ACase Study with EFL Students},
      series = {3rd International Conference On Educational Technology and Online Learning},
      booktitle = {3rd International Conference On Educational Technology and Online Learning},
      isbn = {978-975-6993-22-4},
      issn = {},
      doi = {},
      publisher = {Balıkesir University},
      location = {Ayvalık, Turkey},
      month = {20-23 June, 2023},
      year = {2023},
      pages = {128},
      note = {https://www.icetol.com/wp-content/uploads/2023/08/icetol2023_abstract_proceedings.pdf?13}
    }
    

Conference Presentations

  1. Altun, L., & Dinçer, N. (2018). Perceptions of ELT Teachers in Turkey About ICT. 7th International Conference on Narrative and Language Studies.
    Abstract

    BibTex Citation
    @conferencepaper{Altun2018,
      author = {Altun, Lokman and Dinçer, Nazmi},
      title = {Perceptions of ELT Teachers in Turkey About ICT},
      city = {Trabzon},
      country = {Turkey},
      year = {2018},
      organization = {7th International Conference on Narrative and Language Studies}
    }
    
  2. Dincer, N. (2021). Investigating different voice types generated by text-to-speech engines on students’ learning outcomes. 8th Global Conference on Contemporary Issues in Education.
    Abstract

    BibTex Citation
    @conferencepaper{Dincer2021_1,
      author = {Dincer, Nazmi},
      title = {Investigating different voice types generated by text-to-speech engines on students' learning outcomes},
      city = {İstanbul},
      country = {Turkey},
      year = {2021},
      organization = {8th Global Conference on Contemporary Issues in Education}
    }
    
  3. Dinçer, N., & Pamukçu, A. (2021). Students’ Online Learning Experiences and Their Perceptions of Online Course Quality, Course Content and Interactions during COVID-19. 5TH INTERNATIONAL CONFERENCE ON RESEARCH IN APPLIED LINGUISTICS.
    Abstract

    BibTex Citation
    @conferencepaper{Dincer2022,
      author = {Dinçer, Nazmi and Pamukçu, Ayşegül},
      title = {Students' Online Learning Experiences and Their Perceptions of Online Course Quality, Course Content and Interactions during COVID-19},
      city = {İstanbul},
      country = {Turkey},
      year = {2021},
      organization = {5TH INTERNATIONAL CONFERENCE ON RESEARCH IN APPLIED LINGUISTICS}
    }
    
  4. Demirdoken, G., & Dinçer, N. (2022). Problem-based Learning and Metacognition in ESP Context: The Case of Aviation English. 5th International English for Specific Purposes Conference.
    Abstract

    BibTex Citation
    @conferencepaper{Doken2022,
      author = {Demirdoken, Gökhan and Dinçer, Nazmi},
      title = {Problem-based Learning and Metacognition in ESP Context: The Case of Aviation English},
      city = {Ankara},
      country = {Turkey},
      year = {2022},
      organization = {5th International English for Specific Purposes Conference}
    }
    

National Newspaper Articles