Search results for: Merih Welay Welesilassie

Authors: Merih Welay Welesilassie

Abstract:

Understanding educators' readiness to incorporate AI tools into their teaching methods requires comprehensively examining the influencing factors. This understanding is crucial, given the potential of these technologies to personalise learning experiences, improve instructional effectiveness, and foster innovative pedagogical approaches. This study evaluated factors affecting teachers' adoption of AI tools in their English language instruction by extending the Technology Acceptance Model (TAM) to encompass digital readiness support, perceived risk, and trust. A cross-sectional quantitative survey was conducted with 128 English language teachers, supplemented by qualitative data collection from 15 English teachers. The structural mode analysis indicated that implementing AI tools in Ethiopian higher education was notably influenced by digital readiness support, perceived ease of use, perceived usefulness, perceived risk, and trust. Digital readiness support positively impacted perceived ease of use, usefulness, and trust while reducing safety and privacy risks. Perceived ease of use positively correlated with perceived usefulness but negatively influenced trust. Furthermore, perceived usefulness strengthened trust in AI tools, while perceived safety and privacy risks significantly undermined trust. Trust was crucial in increasing educators' willingness to adopt AI technologies. The qualitative analysis revealed that the teachers exhibited strong content and pedagogical knowledge but needed more technology-related knowledge. Moreover, It was found that the teachers did not utilise digital tools to teach English. The study identified several obstacles to incorporating digital tools into English lessons, such as insufficient digital infrastructure, a shortage of educational resources, inadequate professional development opportunities, and challenging policies and governance. The findings provide valuable guidance for educators, inform policymakers about creating supportive digital environments, and offer a foundation for further investigation into technology adoption in educational settings in Ethiopia and similar contexts.

Keywords: digital readiness support, AI acceptance, perceived risc, AI trust

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Authors: Merih Welay Welesilassie

Abstract:

Understanding educators' readiness to incorporate AI tools into their teaching methods requires comprehensively examining the influencing factors. This understanding is crucial, given the potential of these technologies to personalise learning experiences, improve instructional effectiveness, and foster innovative pedagogical approaches. This study evaluated factors affecting teachers' adoption of AI tools in their English language instruction by extending the Technology Acceptance Model (TAM) to encompass digital readiness support, perceived risk, and trust. A cross-sectional quantitative survey was conducted with 128 English language teachers, supplemented by qualitative data collection from 15 English teachers. The structural mode analysis indicated that implementing AI tools in Ethiopian higher education was notably influenced by digital readiness support, perceived ease of use, perceived usefulness, perceived risk, and trust. Digital readiness support positively impacted perceived ease of use, usefulness, and trust while reducing safety and privacy risks. Perceived ease of use positively correlated with perceived usefulness but negatively influenced trust. Furthermore, perceived usefulness strengthened trust in AI tools, while perceived safety and privacy risks significantly undermined trust. Trust was crucial in increasing educators' willingness to adopt AI technologies. The qualitative analysis revealed that the teachers exhibited strong content and pedagogical knowledge but needed more technology-related knowledge. Moreover, It was found that the teachers did not utilise digital tools to teach English. The study identified several obstacles to incorporating digital tools into English lessons, such as insufficient digital infrastructure, a shortage of educational resources, inadequate professional development opportunities, and challenging policies and governance. The findings provide valuable guidance for educators, inform policymakers about creating supportive digital environments, and offer a foundation for further investigation into technology adoption in educational settings in Ethiopia and similar contexts.

Keywords: digital readiness support, AI acceptance, risk, trust

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Authors: Merih Welay Welesilassie

Abstract:

This research investigated the factors influencing digital inclusion for young students with disabilities in Ethiopian schools. In this context, socio-economic, infrastructural, and cultural challenges amplify educational disparities. In the era of digital technology's pivotal role in education, it is crucial to ensure equitable access for students with disabilities. Nevertheless, obstacles like inadequate infrastructure, insufficient teacher training, and economic constraints impede the incorporation of digital tools in educational environments, especially for marginalised groups. This study employed an explanatory sequential mixed-methods approach involving data collection through a survey administered to 300 students. Subsequently, in-depth interviews were conducted with 30 participants to provide comprehensive insights into their experiences. The quantitative analysis uncovered that students with disabilities have limited support for digital readiness, find digital technologies less accessible, and perceive digital tools as less easy to use. The study revealed that economic barriers, such as the high cost of devices and limited internet access, prevent students from fully utilising digital resources. Furthermore, infrastructural challenges, such as unreliable electricity and poor internet connectivity, exacerbate the issue. The qualitative data provided a more profound understanding by emphasising social and attitudinal obstacles, including a lack of empathy from both peers and educators, exclusion from participatory digital tasks, and enduring negative stereotypes regarding disabilities. The research highlights the importance of implementing interventions to enhance digital accessibility for students with disabilities. Essential suggestions encompass refining teacher training programs to effectively facilitate inclusive education, improving digital infrastructure, and offering financial assistance to procure digital tools. Furthermore, implementing policy reforms and public awareness campaigns is crucial to cultivate a cultural shift and nurture a more inclusive societal atmosphere. This study yields valuable perspectives on the digital inclusion scenario in Ethiopia, laying the groundwork for prospective research endeavours to narrow the digital gap for students with disabilities.

Keywords: digital inclussion, students with disabilities, ethiopian education, barries and access

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Authors: Merih Welay Welesilassie, Marianne Nikolov

Abstract:

Research into second and foreign language (L2) acquisitions has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. This study, therefore, utilized a cross-sectional quantitative survey research design to scrutinise the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognised debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering self-assessed English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. Additionally, self-assessed English proficiency was used as an independent variable to predict L2WTC in these three settings. The proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. Self-assessed English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside the classroom, outside the classroom, in digital settings, and in self-assessed levels of English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in self-assessed English proficiency. Self-assessed English proficiency made a statistically significant and positive contribution to L2WTC within the classroom, outside the classroom, and in digital contexts. L2WTC inside the classroom was found to positively contribute to L2WTC outside the classrooms and in digital contexts. The findings were systematically compared with existing studies, and the pedagogical implications, limitations, and potential avenues for future research were elucidated. The outcomes of the study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar EFL contexts, thereby providing valuable insights for educators, researchers, and policymakers.

Keywords: debilitative anxiety, facilitative anxiety, L2 willingness to communicate, self-assessed English proficiency

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Authors: Merih Welay Welesilassie

Abstract:

Language is a potent instrument that does not only serve the purpose of communication but also plays a pivotal role in shaping our cultural practices and identities. The right to choose one's language is a fundamental human right that helps to safeguard the integrity of both personal and communal identities. Language holds immense significance in Ethiopia, a nation with a diverse linguistic landscape that extends beyond mere communication to delineate administrative boundaries. Consequently, depriving Ethiopians of their linguistic rights represents a multifaceted punishment, more complex than food embargoes. In the aftermath of the civil war that shook Ethiopia in November 2020, displacing millions and resulting in the loss of hundreds of thousands of lives, concerns have been raised about the preservation of the indigenous Tigrayan language and culture. This is particularly true following the annexation of western Tigray into the Amhara region and the implementation of an Amharic-only language and culture education policy. This scholarly inquiry explores the intricacies surrounding the Amhara regional state's prohibition of Tigrayans' indigenous language and culture and the subsequent adoption of a monolingual and monocultural Amhara language and culture in western Tigray. The study adopts the linguistic genocide conceptual framework as an analytical tool to gain a deeper insight into the factors that contributed to and facilitated this significant linguistic and cultural shift. The research was conducted by interviewing ten teachers selected through a snowball sampling. Additionally, document analysis was performed to support the findings. The findings revealed that the push for linguistic and cultural assimilation was driven by various political and economic factors and the desire to promote a single language and culture policy. This process, often referred to as ‘Amharanization,’ aimed to homogenize the culture and language of the society. The Amhara authorities have enacted several measures in pursuit of their objectives, including the outlawing of the Tigrigna language, punishment for speaking Tigrigna, imposition of the Amhara language and culture, mandatory relocation, and even committing heinous acts that have inflicted immense physical and emotional suffering upon members of the Tigrayan community. Upon conducting a comprehensive analysis of the contextual factors, actions, intentions, and consequences, it has been posited that there may be instances of linguistic genocide taking place in the Western Tigray region. The present study sheds light on the severe consequences that could arise because of implementing monolingual and monocultural policies in multilingual areas. Through thoroughly scrutinizing the implications of such policies, this study provides insightful recommendations and directions for future research in this critical area.

Keywords: linguistic genocide, linguistic human right, mother tongue, Western Tigray

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Authors: Gul Nihal Gugul, Merih Aydinalp-Koksal

Abstract:

In this study, hourly energy consumption model of a single detached house in Ankara, Turkey is developed using ESP-r building energy simulation software. Natural gas is used for space heating, cooking, and domestic water heating in this two story 4500 square feet four-bedroom home. Hourly electricity consumption of the home is monitored by an automated meter reading system, and daily natural gas consumption is recorded by the owners during 2013. Climate data of the region and building envelope data are used to develop the model. The heating energy consumption of the house that is estimated by the ESP-r model is then compared with the actual heating demand to determine the performance of the model. Scenarios are applied to the model to determine the amount of reduction in the total energy consumption of the house. The scenarios are using photovoltaic panels to generate electricity, ground source heat pumps for space heating and solar panels for domestic hot water generation. Alternative scenarios such as improving wall and roof insulations and window glazing are also applied. These scenarios are evaluated based on annual energy, associated CO2 emissions, and fuel expenditure savings. The pay-back periods for each scenario are also calculated to determine best alternative energy source or technology option for this home to reduce annual energy use and CO2 emission.

Keywords: ESP-r, building energy simulation, residential energy saving, CO2 reduction

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Authors: Merih Şimşek, Recep Keşli, Özgül Çetinkaya, Cengiz Demir, Adem Aslan

Abstract:

Bacteremia is a clinical entity with high morbidity and mortality rates when immediate diagnose, or treatment cannot be achieved. Microorganisms which can cause sepsis or bacteremia are easily isolated from blood cultures. Fifty-five positive blood cultures were included in this study. Microorganisms in 55 blood cultures were isolated by conventional microbiological methods; afterwards, microorganisms were defined in terms of the phenotypic aspects by the Vitek-2 system. The same microorganisms in all blood culture samples were defined in terms of genotypic aspects again by Multiplex-PCR DNA Low-Density Microarray System. At the end of the identification process, the DNA microarray system’s success in identification was evaluated based on the Vitek-2 system. The Vitek-2 system and DNA Microarray system were able to identify the same microorganisms in 53 samples; on the other hand, different microorganisms were identified in the 2 blood cultures by DNA Microarray system. The microorganisms identified by Vitek-2 system were found to be identical to 96.4 % of microorganisms identified by DNA Microarrays system. In addition to bacteria identified by Vitek-2, the presence of a second bacterium has been detected in 5 blood cultures by the DNA Microarray system. It was identified 18 of 55 positive blood culture as E.coli strains with both Vitek 2 and DNA microarray systems. The same identification numbers were found 6 and 8 for Acinetobacter baumanii, 10 and 10 for K.pneumoniae, 5 and 5 for S.aureus, 7 and 11 for Enterococcus spp, 5 and 5 for P.aeruginosa, 2 and 2 for C.albicans respectively. According to these results, DNA Microarray system requires both a technical device and experienced staff support; besides, it requires more expensive kits than Vitek-2. However, this method should be used in conjunction with conventional microbiological methods. Thus, large microbiology laboratories will produce faster, more sensitive and more successful results in the identification of cultured microorganisms.

Keywords: microarray, Vitek-2, blood culture, bacteremia

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Authors: Recep Kesli, Merih Simsek, Cengiz Demir, Onur Turkyilmaz

Abstract:

Objective: Goal of this study was to determine the antibiotic resistance of Staphylococcus aureus (S. aureus) and Methicillin resistant staphylococcus aureus (MRSA) strains isolated at Medical Microbiology Laboratory of ANS Application and Research Hospital, Afyon Kocatepe University, Turkey. Methods: S. aureus strains isolated between October 2012 and September 2016, from various clinical specimens were evaluated retrospectively. S. aureus strains were identified by both the conventional methods and automated identification system -VITEK 2 (bio-Mérieux, Marcy l’etoile, France), and Meticillin resistance was verified using oxacillin disk with disk-diffusion method. Antibiotic resistance testing was performed by Kirby-Bauer disc diffusion method according to CLSI criteria, and intermediate susceptible strains were considered as resistant. Results: Seven hundred S.aureus strains which were isolated from various clinical specimens were included in this study. These strains were mostly isolated from blood culture, tissue, wounds and bronchial aspiration. All of 306 (43,7%) were oxacillin resistant. While all the S.aureus strains were found to be susceptible to vancomycin, teicoplanin, daptomycin and linezolid, 38 (9.6 %), 77 (19.5 %), 116 (29.4 %), 152 (38.6 %) and 28 (7.1 %) were found to be resistant aganist to clindamycin, erythromycin, gentamicin, tetracycline and sulfamethoxazole/trimethoprim, retrospectively. Conclusions: Comparing to the Methicillin sensitive staphylococcus aureus (MSSA) strains, increased resistance rates of, trimethoprim-sulfamethoxazole, clindamycin, erythromycin, gentamicin, and tetracycline were observed among the MRSA strains. In this study, the most effective antibiotic on the total of strains was found to be trimethoprim-sulfamethoxazole, the least effective antibiotic on the total of strains was found to be tetracycline.

Keywords: antibiotic resistance, MRSA, Staphylococcus aureus, VITEK 2

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