This study aimed to determine the in-school and out-of-school reading and writing experiences of middle school students. This study used phenomenology from qualitative research methods. All 12 participants (8 female, 4 male) were middle school grade 6 students. Various data collection techniques were employed: a survey and a semi-structured interview about the use of Wattpad, a semi-structured interview about the Turkish language subject, a semi-structured interview about the relationship between in-school and out-of-school reading and writing experiences, a diary of the students’ Wattpad reading list, a diary of the students’ Wattpad writing list, and the texts written by the students on Wattpad. Data collection lasted 16 weeks. The data collected from the survey questionnaire were analyzed descriptively. The data from the semi-structured interviews and diaries were analyzed using content analysis. The results indicated that most of the participants had a negative perception of in-school reading. Similar conclusions were drawn from the results in-school writing because most of the participants felt restricted and under pressure during the in-school writing process. Wattpad was considered a venue where participants can express themselves comfortably. The participants shared positive experiences characterized by willingness, diversity, meaningfulness, and entertainment. By contrast, in-school reading evoked negative experiences, such as feeling obliged, bored, and restricted, and perceiving the activity as meaningless. Out-of-school writing experiences were determined to promote internal motivation, to develop self-expression of one’s anxiety and enjoyment alike, and to develop digital writing skills in out-of-school writing experiences. Overall, no relationship was found between in-school and out-of-school reading and writing experiences.
The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.
Bu çalışma, Türkçe öğretim süreciyle oyunlaştırmanın ilişkisini belirlemek amacıyla gerçekleştirilmiştir. Çalışma, nitel araştırma yöntemlerinden örnek olay incelemesi ile desenlenmiştir. Çalışmanın katılımcılarını, Türkçe öğretmenleri oluşturmaktadır. Veri toplama tekniği olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin çözümlenmesinde ise içerik analizi tekniğinden yararlanılmıştır. Araştırmanın verilerinden hareketle oyunlaştırmanın; destekleme, fiziksel etkinlik, dijital, eğlence, somutlaştırma gibi kavramlarla ilişkili olarak algılandığı görülmüştür. Bu açıdan da oyunlaştırmayı daha çok öğretim sürecinin tamamlayıcı olarak algıladıkları sonucuna ulaşılmıştır. Oyunlaştırmanın Türkçe öğretim sürecinde kullanılmasıyla ilgili olarak gereklilik, programa uygunluk ve amaç başlıkları altında görüşler sunmuşlardır. Öğretmenlere göre oyunlaştırmanın, Türkçe öğretim sürecinde kullanılması gerekmektedir çünkü öğrencinin derse karşı ilgisini arttırmakta ve motivasyonunu olumlu yönde etkilemektedir. Ayrıca Türkçe öğretmenlerine göre oyunlaştırma temel dil becerilerinin geliştirilmesine katkıda bulunmaktadır. Öğretmen görüşlerinden hareketle oyunlaştırmanın okuduğunu anlama becerileriyle daha ilişkili olduğu sonucuna ulaşılmıştır.
The aim of this study is to discuss the digital divide between teachers and students in Turkish teaching process and to show the effect of digital divide on Turkish teaching process. The research was designed by case study from qualitative research methods. There are two different groups of participants of the selected study with easy access case sampling:(1) The teachers whose readiness level is high in linking Turkish teaching process with technology and their students whoose readiness level is low to use technology. (2) The teachers whose readiness level is low in linking Turkish teaching process with technology and their students whoose readiness level is high to use technology. Semi-structured interview form, questionnaire was used as data collection tool. The collected data were analyzed using a qualitative data analysis program. The research has resulted in a digital divide between Turkish teachers and students in terms of awareness, skill and willingness. In order to prevent the negative effects of digital divide in the teaching process, it is tought that teachers and students whoose readiness level is to use technology and the in-school and out-of-school technological possibilities take into consideration.
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