This study aimed to examine the postgraduate theses written on teaching Turkish as a foreign language between 2014-2020 by classifying them according to the level of education, year, type of institute, subject area, research model, and universe/sample/study group. The document analysis method, one of the qualitative research methods, was used in the Study. The descriptive analysis method, one of the qualitative research methods that are used to describe and interpret the results, was used to analyze the data. Of the 263 theses written on teaching Turkish as a foreign language between
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With some innovations brought by the age of technology and science, storytelling has also gained different dimensions. Digital storytelling has emerged with the addition of elements such as sound, video, image, effect and music to traditional storytelling and sharing these stories on digital media. In this study, it was aimed to determine the views of Turkish teachers about using digital storytelling in Turkish lessons. Case study, one of the qualitative research methods, was used in the study. The participants of the study consisted of 20 Turkish teachers who were determined through easily accessible situation sampling, one of purposeful sampling methods. The “Semi-Structured Interview Form” developed by the researchers was used to determine the teachers’ views on using digital storytelling in their lessons. Teachers’ views were analyzed through content analysis. As a result of the research, it was seen that most of the teachers did not have detailed knowledge about digital storytelling. It was determined that the digital literacy skills of teachers were not at the desired level. Teachers stated that they consider digital storytelling as a suitable teaching tool to be used in Turkish lessons, digital storytelling is an effective learning tool and that can support the development of the four basic language skills, especially listening and writing skills.
The aim of this study is to systematically reveal the strategies for writing education and to question the relationship between writing skills and writing strategies in the Turkish Teaching Program (2019). For this purpose, writing studies were examined; and approaches, classifications and strategies for writing were presented. Design & Methodology:This study, which aims to provide basic and comprehensive information on writing strategies, is a review article. In such studies, the information in the relevant literature is researched, classified analyzed and compared. In this study, national or international articles, postgraduate theses and printed books are used as databases in DergiPark and YÖK thesis database and studies in international indexed databases were used. When scanning in digital media, scanning was done using the keyword "writing strategies".Findings: In this study, which aims to compile writing strategies, it is determined that the strategies used in writing education are divided according to stages. It is thought that the strategies determined as the strategies used before, during and after writing increase the quality of the resulting product and give individuals a love of writing. In addition to these, it has been observed that 29 of the 67 writing acquisitions in the Turkish Teaching Program are related to writing strategies. The reliability coefficient of the study was found to be .94. Implications & Suggestions:As the approach of Turkish teaching programs changed, the importance given to the product decreased and the process became more important. The process-oriented approach has also led to the emergence of certain strategies in writing education. When the literature is examined, it is seen that writing strategies consist of three stages as "pre-writing, during writing, post-writing" strategies. When we look at the reflections of these strategies in the 2019 Turkish Curriculum (grades 5, 6, 7 and 8), 29 of the 67 acquisitions in the field of writing skills are related to writing strategies. It can be said that writing strategies are highly included in the 2019 Turkish Education Program.
The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.
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