Makale Koleksiyonu

Permanent URI for this collection

https://hdl.handle.net/20.500.12451/65

Now showing 1 - 20 of 21

AI and the future of teaching: preservice teachers’ reflections on the use of artificial intelligence in open and distributed learning
(Athabasca University, 2024) Karataş, Fatih; Yüce, Erkan
The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin’s methodological approach of open, axial, and selective coding to analyze reflective narratives, the study unveils significant themes that underscore the dual nature of AI in education. Key findings reveal ChatGPT’s role in enhancing educational effectiveness and accessibility while raising ethical concerns regarding academic integrity and balanced usage. Specifically, ChatGPT was found to empower personalized learning and streamline procedures, yet challenges involving information accuracy and data security remained. The study significantly contributes to teacher education discourse by revealing AI’s complex educational impacts, highlighting an urgent need for comprehensive ethical AI literacy in teacher training curricula. However, critical ethical considerations and practical challenges involving academic integrity, information accuracy, and balanced AI use are also brought to light. The research also spotlights the need for responsible AI implementation in open and distributed learning to optimize educational outcomes while addressing potential risks. The study’s insights advocate for future-focused AI literacy frameworks that integrate technological adeptness with ethical considerations, preparing teacher candidates for an intelligent digital educational landscape.
The relationship between language teachers’ enthusiasm and job satisfaction: investigating the mediating role of foreign language teaching enjoyment
(Routledge, 2024) Liu, Songlin; Yüce, Erkan; Solhi, Mehdi; Şahin, Kerem; Azari Noughabi, Mostafa
Although enthusiasm is an important characteristic of teachers’ psychological growth, scant research attention has been given to English as a foreign language (EFL) teachers’ enthusiasm and its outcomes in the field of foreign language education. In addition, in spite of the criticality of foreign language teaching enjoyment (FLTE), little is known about its role in mediating the effect of enthusiasm on job satisfaction. Therefore, the current study aimed to investigate whether Turkish EFL teachers’ FLTE could mediate the relationship between their enthusiasm and job satisfaction. The participants (N = 314) completed three scales and the data were analysed through structural equation modeling (SEM). The results of the mediation analysis revealed that a. EFL teachers’ enthusiasm significantly predicted their job satisfaction and b. FLTE partially mediated the relationship between EFL teachers’ enthusiasm and job satisfaction. Therefore, enthusiasm would, directly and indirectly, through teaching enjoyment, result in teaching satisfaction. The findings of this study highlighted the broadening capacity of teacher enthusiasm in offering positive outcomes. Finally, implications and suggestions for future research were offered.
Developing foreign language teacher enjoyment among Iranian and Turkish EFL teachers: A cross-cultural study
(Elsevier Ltd, 2024) Azari Noughabi, Mostafa; Yüce, Erkan; Fekri, Neda
With the burgeoning of positive psychology, foreign language teaching enjoyment (FLTE) was introduced as a combination of personal and social enjoyment and student appreciation. Despite its critical role in language teachers’ professional development and psychological growth, scant qualitative attention has been paid to clarify how it can be developed. Moreover, there needs to be more cross-cultural evidence to clarify the role of contextual and cultural factors in shaping teachers' FLTE. Therefore, this study explored how Iranian and Turkish EFL teachers experienced and developed enjoyment in their teaching careers. The study followed a cross-sectional and cross-cultural perspective as a research design. Purposeful and convenience sampling strategies were used to reach the target participants, and there were 24 Turkish EFL teachers and 22 Iranian EFL teachers in the study. An online survey method involving open-ended questions was employed to collect data. Thematic analysis was performed to interpret the data. The FLTE among Iranian and Turkish teachers were depicted under the main themes of feelings, enhancing factors, challenges, individual coping strategies, and suggested solutions. The findings implied the dynamic nature of FLTE. Based on the findings, several implications were highlighted to enhance the FLTE of Iranian and Turkish EFL teachers in educational contexts.
Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective
(Wiley, 2024) Yüce, Erkan; Nazari, Mostafa; Karimpour, Sedigheh
Despite the growth of research on teachers' emotional vulnerability in recent years, little research has explored this issue among student teachers. Drawing on the lens of the community of practice (CoP), in this study, we report on the emotional vulnerability and coping strategies of Turkish student teachers during a teacher education course. Data were collected before, during, and after the course using semi-structured interviews, reflective journals, and narrative frames. Data analysis revealed that across the engagement, imagination, and alignment dimensions of the CoP, the student teachers experienced emotional vulnerability that not only influenced their present membership but also negatively shaped their future perceptions. Additionally, the student teachers adopted various personal and interpersonal coping strategies to regulate their negative emotions, which reduced the negative effects of emotional vulnerability on their CoP membership. We conclude the study with implications for teacher educators in how to use the findings to deal with student teachers' emotional vulnerability, especially through drawing on their coping strategies. Son yillarda ogretmenlerin duygusal kirilganliklari uzerine yapilan arastirmalarin artmasina ragmen, cok az calisma bu konuyu ogretmen adaylari arasinda arastirmistir. Uygulama Toplulugu (UT) bakis acisindan yararlanarak, bu calismada, Turk ogretmen adaylarinin bir ogretmen egitimi dersindeki duygusal kirilganliklari ve basa cikma stratejilerini bildirmekteyiz. Veriler ders oncesinde, sirasinda ve sonrasinda yari yapilandirilmis gorusmeler, yansitici gunlukler ve anlati cerceveleri kullanilarak toplanmistir. Veri analizi, UT'nin katilim, hayal gucu ve uyum boyutlarinda ogretmen adaylarinin yalnizca mevcut aidiyetlerini etkilemekle kalmayip ayni zamanda gelecek algilarini da olumsuz yonde sekillendiren duygusal kirilganlik yasadiklarini ortaya cikarmistir. Dahasi, ogretmen adaylari duygusal kirilganligin UT uyelikleri uzerindeki olumsuz etkilerini azaltan olumsuz duygularini duzenlemek icin cesitli kisisel ve kisilerarasi basa cikma stratejileri benimsemislerdir. calismayi, ogretmen egitimcilerine, ozellikle de basa cikma stratejilerinden yararlanarak, ogretmen adaylarinin duygusal kirilganliklari ile basa cikmak icin bulgulari nasil kullanacaklari konusunda cikarimlarla sonlandiriyoruz.
Online Learning Self-Efficacy in Using Technology among Turkish and Kazakh EFL Teachers
(Springer, 2024) Yüce, Erkan; Seitova, Meruyert; Şentürk, Burcu
Self-efficacy has contributed to foreign language education contexts profoundly. However, with recent changes, especially after the pandemic, more is needed to learn about language teachers' self-efficacy in using technology in online education. To address this issue, the current study tried to reveal online learning self-efficacy in using technology among EFL teachers from a cross-cultural perspective involving Turkish and Kazakh teachers. The study followed a qualitative inquiry, and an open-ended questionnaire was employed. The study involved 43 EFL teachers, 21 from Turkiye and 22 from Kazakhstan. The data obtained from the open-ended questions were analysed with the help of MAXQDA software. Top-down and bottom-up strategies were utilised concurrently to form the themes and subthemes. The results indicated that Turkish and Kazakh EFL teachers shared nearly similar views regarding feelings, challenges, factors, and strategies on online learning self-efficacy in using technology in EFL courses, while they held different views regarding the influence of culture on online learning self-efficacy in using technology in EFL courses. The study concluded with a discussion of the findings to provide implications for foreign language educators. The sources of OLSE to use technology in foreign language courses among Turkish and Kazakh EFL teachers were explored.Turkish and Kazakh EFL teachers held similar views regarding feelings, challenges, factors, and strategies on OLSE.Turkish and Kazakh EFL teachers held different views regarding the influence of culture on OLSE.
Virtual Reality (VR) in Education: The Case in Türkiye
(Bartın Üniversitesi, 2023) Muz, İskender; Yüce, Erkan
The current study aims to identify and analyse the scientific literature to find the primary focuses and findings of the research studies regarding virtual reality (VR) in education in Türkiye. Also, it searches for the strengths and weaknesses of VR use in education in Türkiye. For this purpose, the present study adopted a systematic review methodology. The research studies, conducted from 2013 to 2022, indexed in the SCOPUS, ERIC, and Web of Science (WoS) were analysed in line with predetermined criteria. The results revealed that VR use in education contributes to students' academic achievement, motivation, permanent learning, class attitude, participation, positive thought, thinking skill, encourage, etc. Also, the results indicated that VR is more effective in education when applied as an alternative training method than traditional teaching methods. Additionally, the study identified several strengths and weaknesses of VR use in education in Türkiye. This study found that the important factors affecting the weaknesses of VR are cost, isolation from real world, online safety, student access, technology gap and security. Based on these findings, the current study could provide information for both future research studies and education contexts concerning VR-based implementations in education.
The role of learning climate on self-efficacy beliefs and self- perceived communication competences of EFL learners in higher education
(University of Granada, 2023) Yüce, Erkan
This study aims to explore the role of learning climate on self-efficacy beliefs and self-perceived communication competences of English as a Foreign Language (EFL) learners in higher education. The study used a cross-sectional survey design. The data were collected with a questionnaire and two scales involving Likert-type items from 137 higher education students. Several statistical techniques were employed to analyze the quantitative data. Results showed that EFL students' learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels were moderate. There was no significant difference among students' learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st year and 2nd year students for learning climate, and there was no significant difference among students' self-efficacy and self-perceived communication points in terms of their year. A positive significant relationship among students' learning climate and self-efficacy and self-perceived communication competence was found. Self-efficacy and self-perceived communication competence were found to be stronger predictors of each other.
Practicum in ELT: a systematic review of 2010–2020 research on ELT practicum
(Routledge, 2023) Çabaroğlu, Neşe; Öz, Gülşah
Studies in this area are diverse regarding their scale, methodology and context. The purpose of this paper is to report findings from a systematic review of research into the practicum in English Language Teaching (ELT). In order to identify the main issues of concern and to provide a contemporary picture of practicum, 48 studies published in academic journals over the past 10 years and included in ERIC, Taylor &Francis and ScienceDirect databases were reviewed to explore their focus, research methodology and main findings. The findings of the study reveal that the research topics and trends of the reviewed studies on ELT practicum especially include the following issues: beliefs/cognition of pre-service teachers; practicum quality and programme; problems, challenges, and affective factors; mentoring; teacher identity and development; reflectivity; and professional development needs. Furthermore, some implications and suggestions needed for future studies are presented based on the limitations of the reviewed studies.
When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation models
(Adam Mickiewicz University Press, 2023) Kruk, Mariusz; Pawlak, Miros?aw; Taherian, Tahereh; Yüce, Erkan; Elahi Shirvan, Majid; Barabadi, Elyas
In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated sys-tem. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In partic-ular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Par-ticipants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially con-tributing to enhancement of pedagogical practices and learning outcomes.
Critical thinking, autonomous learning, and academic grit among preservice EFL teachers
(Elsevier Ltd, 2023) Yüce, Erkan
The current study aims to explore the relationships between critical thinking, autonomous learning, and academic grit. With this purpose, a descriptive correlational design was followed in the research. “Critical Thinking Disposition Scale”, “Autonomous Learning Scale”, and “Academic Grit Scale” were used to collect data in the study. The study consisted of 475 preservice English as a Foreign Language (EFL) teachers in several state universities in Türkiye. Pearson Product Moment Correlation Coefficient was used to explore the correlations among the variables, and Regression Analysis was used to see the indirect effect of critical thinking on academic grit through autonomous learning. The study displayed significant differences between the participants’ critical thinking, autonomous learning, and academic grit scores and sub-scores, except for the autonomous learning-study habits sub-score, in terms of their self-perceived foreign language proficiency (p <.05), and significant differences between the participants’ all scores in terms of their academic success (p <.05). Critical thinking acted a positive predictor of autonomous learning (? =.66, p < 0.001) and academic grit (? =.19, p < 0.001), while autonomous learning was a positive predictor of academic grit (? =.57 p < 0.001). Furthermore, the study discovered the indirect effect of critical thinking on academic grit through autonomous learning (? =.37, p < 0.001). Based on the results, implementations that enhance “critical thinking”, “autonomous learning”, and “academic grit” can be suggested in EFL teacher training, which can contribute to the promotion of these skills of preservice teachers and foster the quality of prospective teachers along with the efficacy of teacher training programs would be affected positively.
Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy
(Elsevier Ltd, 2023) Yüce, Erkan; Kruk, Mariusz; Derakhshan, Ali
The psychology of second language (L2) teachers has captured a growing interest among educational researchers in the past decades. However, the interaction among teachers’ job-related metacognition, diversity acceptance, and self-efficacy beliefs has been left under-researched. To fill this lacuna, this study examined the levels of metacognitive knowledge, openness to diversity and challenge, and creative self-efficacy and their correlation using a survey with 606 pre-service EFL teachers in Turkey. It also set out to display if metacognitive knowledge is a significant predictor of openness to diversity and challenge when creative self-efficacy is a mediator of their relationship. The results indicated that the participants displayed moderate levels of metacognitive knowledge (X? = 3.91), openness to diversity and challenge (X? = 3.97), and creative self-efficacy (X? = 5.18). Moreover, the results of Pearson correlations indicated a positive moderate correlation among the constructs. Additionally, the results of path analysis regression indicated that metacognitive knowledge is a significant predictor of openness to diversity and challenge when creative self-efficacy mediated their relationship. The study concludes with some future research directions and implications for L2 education regarding the psychology of teaching and the promotion of diversity and creativity.
Functional features of historical novels in the context of history, historical novel and socio-cultural memory relationship
(Selçuk Üniversitesi, 2022) Aynacı, Fatih
The aim of this study is to reveal that historical novels that represent the unity of history, society and literature are not only literary texts, but also can play an active role on adoption of some human values related to the individual and society. As a matter of fact, it can be seen that historical novels, one of the Aynaci most concrete forms of fiction-real unity, are not independent of external reality. In this context, throughout the study, first of all, it will be briefly clarified the concept of socio-cultural memory and the relationship between this concept and the science of history. And then it will be talked about the factors that reveal historical novels and the effects of these factors on socio-cultural memory formation. Finally, it will be mentioned that the functional features of historical novels, which will be especially discussed under two main headings (reanimation and entertaining), can contribute at a certain level to the continuity of the concept of socio-cultural memory and to the creation of the consciousness of history-identity-belonging. On the other hand, it will be shown that the narrative elements (person, time, space, plot), forming the basis of fictional texts, play an active role in the realization of all these activities. Among the functional features of historical novels, it will be especially stated that the "reanimation " function contributes directly to the aforementioned purposes and the other functional feature "entertaining " has a meaning only within the scope of "reanimation " function. Besides, it will be emphasized that the data related to historical reality in such novels where historical facts become the material of fiction, should be handled more carefully and within a sense of responsibility by novelist.
Self-assessment in EFL classes of secondary education in Türkiye: the common european framework of reference for languages (CEFR)-based implementations
(Pegem Akademi Yayincilik Egitim Danismanlik Hizmetleri Ticaret A.S., 2023) Yüce, Erkan; Mirici, İsmail Hakkı
The current study investigates the CEFR-based self-assessment implementations in English as a foreign language (EFL) classes in secondary education in Türkiye. The study adopted a qualitative research design, and the data were collected via document analysis, an interview form, and an observation checklist. The results revealed an incongruity between theory and practice regarding the CEFR-based self-assessment implementations in 9th grade EFL classes; the CEFR-based self-assessment was provided in the coursebook through ‘can do’ statements at the end of each unit in the ‘Check Yourself’ parts. However, the compatibility of these items with the EAQUALS Bank of Descriptors as Checklists was relatively low. In addition, the study revealed that the participating teachers favoured self-assessment implementations in their classes. However, they did not implement the self-assessment parts upon completing units in real EFL class contexts.
A scoping review on practicum of turkish pre-service EFL teachers during COVID-19
(ADAMOR Toplum Araştırmaları Merkezi, 2022) Kızıldağ, Ayşe; Tuncer, Hülya
The practicum period is a crucial component of teacher education as it embodies the first phases into "real" teaching and thus provides a leap into professional transformation and growth on the side of pre-service teachers. Nevertheless, the COVID-19 pandemic jeopardized this period and placed the educational contexts at stake in providing that reality. Within this frame, the present study focuses on the research conducted on the practicum period of Turkish pre-service teachers of English during the pandemic. More specifically, the research question that the article addresses is “what is the nature of studies conducted about Turkish pre-service EFL teachers’ practicum period during the COVID-19 pandemic concerning their characteristics, methodologies and contributions to the field?” With the aim of answering the research question, the seven studies conducted in Turkey regarding the practicum during the pandemic were collected and analyzed as to their bibliographic features, methodological orientations, foci and context, with a scoping review methodology. This scoping review demonstrated both positive/beneficial and negative/challenging aspects of the pandemic period for the English language teacher education context of Turkey. The results of the present study displayed a wider lens in perceiving the English language teaching and teacher education settings during both such emergencies and transition from existing to 'new normal'.
Reflective thinking and professional development: an autoethnography of an efl teacher educator
(Kadir ULUSOY, 2022) Kızıldağ, Ayşe
Reflective teacher education for developing critical and inquiry-based competencies among pre- service teachers through enacting noticing, questioning, associating, reasoning and deducing conclusions have served immensely for the beginning of their professional development. Reflective thinking and learning has become a dominant paradigm in teacher education for the last three decades in the Turkish context. Foreign language teacher education within the reflective paradigm has also been accelerated since then. This study is designed as an autoethnographic one where I analyse my own professional developmental journey as an English as a Foreign Language (EFL) teacher educator centralizing the concept of reflection along the timeline. Autoethnographies are in a way self-studies in which the processes are analyzed from the insider’s perspective. In the paper, the term reflection is elaborated for not only the meaning within my English Language Teaching process to follow a career pathway but also as a concept whereby I have developed the use of reflective thinking in educating EFL teachers for the last two decades. The way I developed the concept in my learning and teaching, and its evolution in the training procedures are examined via my practical uses in the coursework with EFL pre-service teachers. As a result, this study reveals a transformation in one’s reflective learning to become a reflective teacher and thus a teacher educator. Such studies, like this one, might present not only valuable insights at the personal level but also a contribution to others for conceptualizing the construction and complex processes of professional development in teaching and teacher identities.
The immediate reactions of EFL learners towards total digitalization at higher education during the Covid-19 pandemic
(Afyon Kocatepe Üniversitesi, 2022) Yüce, Erkan
The current study focused on English as a Foreign Language (EFL) learners’ immediate reactions towards total digitalization at higher education during the Covid-19 pandemic. Accordingly, the perceptions of EFL learners on online foreign language learning during the COVID-19 pandemic were investigated. After discussing the advantages and disadvantages of online foreign language classes during the pandemic from the viewpoints of the participants studying at a public university in Turkey, the study questioned whether the participants preferred online foreign language classes or traditional face-to-face foreign language classes. The study adopted the phenomenological method of qualitative design and employed open-ended questions to collect data. The data were analyzed by following a bottom-up strategy, and the categories were formed inductively. The results showed that online foreign language classes had both positive and negative aspects for the learners. Additionally, it was found that more than half of the participants preferred traditional face-to-face foreign language classes to online foreign language classes.
Motivation and expectations: EFL teachers reporting from Turkey
(Western Australian Institute for Educational Research Inc., 2021) Kızıldağ, Ayşe
Public schools in Turkey are state property and are managed by principals appointed by the Ministry of National Education (MONE). It is very well-known that institutional culture is ubiquitous and important for one’s success in career development. How such culture is reflected by English teachers working in Turkish public schools is the concern of this paper. Twenty English language teachers volunteered to be data sources in stating their motivation and expectations from their institutions. They were asked to complete and elaborate on two sentences in a semi-structured interview: (a) I work for a Ministry of National Education school because…; and (b) What I expect from my institution is …. The answers to these items were analysed qualitatively and quantitatively, revealing that most of the participant teachers prefer working at public schools due to lack of better alternatives. They also expect mostly financial support from the Ministry, not only for their service but also for improving the infrastructure of schools to teach English more effectively.
General view to historical novel and an investigation on the Ideal-desire conflict in les amants de Cibraltar of Dominique Baudis
(Selçuk Üniversitesi, 2019) Aynacı, Fatih
While the historical novel, which has increased its popularity day by day, is considered by some specialists as a mediocre narrative genre, according to most specialists, it is considered as a subgenre of the novel. It is a combination of the "History" being a reflection of objectivity and factivity with the "Novel" representing subjectivity and imagination. As the novel presents sections from real-life, historical novel shows up as a literary genre that brings together the reader with reality. Nevertheless, it is seen that fiction is more dominant. French politician Dominique Baudit's novel Les Amants de Gibraltar (2010), which is awarded 2010 Prix Mediterranee, can be indicated among these examples. In the novel, there are some conflicts among the narrative characters on various issues within the frame of emotions and actions. These conflicts, which are generally shaped around the concepts of ideal and desire, affect the lives of personages because of their positive or negative consequences. In this context of the study where the historical novel in of Dominique Baudit is examined, the development of the historical novel is explored first. Then, the concepts of ideal and desire as the subjects of thematic examination are analysed. It is consequently revealed that the ideal has a positive aspect in terms of usefulness and permanence, whereas the desire has a negative content due to its harmful influences and temporary results.
Change in professional beliefs: A case study on handling disruptive behaviours
(Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, 2007) Kızıldağ, Ayşe
This study is a case study which describes the change processes of a teacher candidate’s during professional development. The strategies that the participant of this study developed to deal with disruptive behaviours within the research period starting from the final year of teacher training and continuing through the first-year in the profession were explored. Data, collected via semi-structured interview, observation, vignette task and diary, were analyzed with the content analysis method. The participant commenced with a few strategies and moved to his full time teaching both enlarging his repertoire and questioning those handling strategies. As a conclusion, the change in the participant’s professional development is found due to contribution of experience and knowing the target population.
Mutual glance to Paris and Istanbul in travel books of two travelers of the nineteenth century: Theophile Gautier and Hayrullah Efendi
(SELCUK UNIV, FAC LETTERS, 2019) Aynacı, Fatih
When we search cultural conflict continuing for centuries between East and West, it is seen that geography and religion play a decisive role in this process. On the other hand, in spite of this conflictual conception, travel books appear as one of the concrete written sources in the process of recognizing and promoting the "Other". These works founded on observation, are considered as important sources that show the panorama of a historical period. In this context, through the evaluations made about travel books and western orientalist approach; we comparatively examined the works of Theophile Gautier entitled Constantinople and of Hayrullah Efendi entitled Avrupa Seyahatnamesi. It is indicated that travel books have undertaken a significant task especially untill XXth century about presentation of cultural life of the "Other". In addition, by comparatively explaining the most remarkable physical and cultural aspects of Istanbul through the eyes of a westerner and of Paris through the eyes of an easterner, it is examined whether the cultural conflict between two civilisations reverberates to discourses of the authors. As a consequence of the study, it has been realized that the stereotyped thoughts and images transferred to generations through the travel books are reflected in the works of both authors. Moreover, as a result of their observations, the writers express both positive and negative emotions and thoughts such as astonishment, admiration, criticism, prejudice and sublimation. This showed that the writers were not always influenced by these prejudices, and that the established perception can vary.

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