This study attempts to explore the effects of interactive whiteboard (IWB) technology use on students' achievement and perceptions in Turkish as a foreign language instructional context. The participants included 19 Nigerian Turkish Language learners who were all fluent in three languages: English, Hausa, and their tribal languages. They had been learning Turkish for the last four months when they began the study using an IWB in their Turkish writing classes. For the 14-week study, participants were exposed to the IWB instruction for six hours per week. Overall implementation took place in a Turkish Language Learning Research Center in a state university in Turkey. We have collected the data via the Interactive Whiteboard Survey for University Students, achievement tests as well as semi-structured interviews with students to support quantitative data after the implementation T-tests and descriptive statistics were used for the analysis of the survey and content analysis for the interview data by using, QSR Nvivo 8.0, a qualitative data analysis tool. Results revealed that participants developed positive attitudes towards the IWB use and were satisfied with the contributions of IWB use in their language classes such as writing and grammar.

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Bu araştırmanın amacı, Türkçe öğretmeni adaylarının akademik erteleme davranışları ve akademik öz yeterlikleri ile ilgili görüşleri arasındaki ilişkiyi belirlemektir. Çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini Türkiye İstatistik Kurumu (TÜİK) tarafından ortaya konan istatistiki bölge birimlerinden seçilen 13 ilde bulunan devlet üniversitelerindeki eğitim fakültelerinin Türkçe öğretmenliği programlarında 2017-2018 eğitim-öğretim yılında öğrenim görmekte olan 4. sınıf öğrencisi 557 Türkçe öğretmeni adayı oluşturmaktadır. Araştırmada, veri toplama aracı olarak "Kişisel Bilgi Formu", "Akademik Erteleme Davranışı Ölçeği" ve "Akademik Öz Yeterlik Ölçeği" kullanılmıştır. Türkçe öğretmeni adaylarının akademik erteleme davranışı düzeyleri incelediğinde; Sorumsuzluk (X ̅ =2.62), Akademik Görevin Algılanan Niteliği (X ̅ =2.31), Öğretmenlere İlişkin Olumsuz Algı (X ̅ =3.15), Akademik Mükemmeliyetçilik (X ̅ =2.77) boyutlarının ortalamaların dengeli dağıldığı, Türkçe öğretmeni adaylarının, Akademik Görevin Algılanan Niteliği boyutunda düşük düzeyde ve diğer boyutlarda orta düzeyde bir puana sahip oldukları tespit edilmiştir. Türkçe öğretmeni adaylarının akademik öz yeterlik düzeyleri incelendiğinde, Bilişsel Uygulamalar (X ̅ =3.21), Sosyal Statü (X ̅ =2.83), Teknik Beceriler (X ̅ =3.02) boyutlarının ortalamalarının dengeli dağıldığı ve puanların orta düzeyde olduğu saptanmıştır. Akademik Erteleme Davranışı Ölçeği genel aritmetik ortalamasının orta düzeyde olduğu (X ̅ =2.61), Akademik Öz yeterliğin genel aritmetik ortalamasının da orta düzeyde olduğu (X ̅ =3.07) tespit edilmiştir. Araştırma sonucunda, akademik erteleme davranışı ile akademik öz yeterlik arasındaki negatif yönde düşük seviyede ilişki tespit edilmiştir. Akademik öz yeterliğin akademik erteleme davranışını yordayıp yordamadığına bakıldığında Teknik Beceriler hariç diğer akademik öz yeterlik boyutlarının akademik erteleme davranışını yordadığı görülmüştür.

This study focuses on the difficulties experienced by the instructors while teaching writing skill to Arabians from Syria, and how these difficulties could be overcome. The study group of the research includes 11 instructors working in Turkish Teaching Centers (TTCs) of Cukurova University and Adana Science and Technology University. The data collected through the use of interview forms prepared by the researcher. After the interviews, content analysis was performed on the data collected. Following the content analysis, the data were analyzed by the researchers and grouped under certain titles and codes. Based on the content analysis, it is found that there is a lack of experts in teaching Turkish as a foreign language and materials particularly designed and developed for teaching Turkish writing are needed. Moreover, the teaching of suffixes, umlaut letters and conjunctions are problematic areas while teaching writing skills to Arabians from Syria. Suggestions have been put forward to overcome the difficulties reported by the instructors based on the findings of the study.

This study investigated the relationship between intelligence profiles of gifted secondary school students and their writing dispositions. The study group comprised of 61 secondary school students in Erzurum Cevat Dursunoglu and Elazig Science and Art Center in Turkey. Data collection tools were Multiple Intelligence Inventory, Writing Disposition Scale and Personal Information Form. The results revealed that logical-mathematical, naturalist, bodily-kinesthetic and visual-spatial intelligences of gifted students were stronger than others; they had "partially negative/positive" attitudes in terms of writing tendencies; and there was a moderately positive and significant relationship between their verbal-linguistic, social, intrapersonal and naturalist intelligences and their writing tendencies.

The aim of this research is to determine the self-efficacy perceptions of the secondary school students in Turkish lesson; Comparison of the self-efficacy perceptions of the students who remained in the institutions affiliated to the Ministry of Family and Social Policies and remained with their families. In the survey, 12 statistical regions determined by the Turkish Statistical Institute were obtained from the institutions affiliated to the Ministry of Family and Social Policies in the 12 provinces, each of which was selected from provinces, and the remaining middle school students with their families. At the end of the research, it was determined that the students with their families in terms of self-efficacy perceptions have positive differences in general terms compared to the ones staying in institutions. These significant differences, which arise when the students staying with their parents are compared, are important in terms of reflecting the confidence, beliefs, concerns, desires and excitement of the students in their Turkish lessons.

The purpose of this study is to explore the levels of digital literacy among Turkish teacher candidates as well as their attitudes about digital writing, and to investigate the relationship between these variables. The survey model is used in this study using a quantitative research approach. The sample of the research consists of 556 Turkish language teacher candidates studying at 18 different public universities in Turkey in the fall of the 2021-2022 academic years. In this study, personal information form, Digital Literacy Scale, and Attitude Scale for Digital Writing (DWS) are employed as data collection tools. The data are analyzed using correlation and regression analysis test. The research findings show that the digital literacy levels of Turkish language teacher candidates and their attitudes towards digital writing are moderate. These findings disclose a necessity to improve both the digital literacy of Turkish teacher candidates and their attitudes towards digital writing. Additionally, the results generally reveal a favorable and significant correlation between the participants’ attitudes regarding digital writing and their degrees of digital literacy. The findings of the present study are examined in the light of the literature, and different recommendations are developed.

The purpose of this research is to determine which learning styles are concentrated in the areas of visual, auditory, tactile, kinesthetic and social learning by Syrian secondary school students living in Turkey and to guide teachers about which method and techniques to use for the students with different learning styles and to make suggestions. In the study, descriptive scanning method was used among quantitative research techniques. The data of the study were gathered through the "Perceptual Learning Style Preference Questionnaire", whose linguistic valid was made in the direction of the opinions of the three experts. It has been applied to a total of 255 Syrian secondary school students who are studying in various provinces of Turkey. As a result of the data obtained from the research, it was determined that the Syrian secondary school students preferred the tactile and kinesthetic learning styles from the perceptual learning styles rather than the other learning styles and individual learning styles are less preferred by the students than other learning styles. In addition, it was observed that there were meaningful differences in preferences of tactile and kinesthetic learning styles of students according to gender variable. It was found that female students prefer tactile and kinesthetic learning styles less than male students.