Writing motivation is effective on writing behavior and writing habits. The aim of this study is to determine the factors that motivate pre-service teachers to write and thus support their writing habits. For this purpose, the research was designed in accordance with the phenomenological pattern from qualitative research designs. In the research, interviews were conducted with pre-service teachers through the semi-structured interview form prepared by the researcher. The data obtained from these interviews were analyzed by content analysis technique. Research findings showed that there were internal (internal) and external (external) factors motivating teacher candidates to write. According the findings, the main internal factors that motivated pre-service teachers to write were positive thoughts and beliefs about writing and writing skills, goals expected to be achieved by writing, and lastly, interest and desire for writing. Requirements and environmental expectations for writing, appreciation and support from family and readers, and the environment which is a positive role model in writing were external factors that motivated pre-service teachers to write. In the study, these factors and student views under these factors were discussed and what could be done to increase their motivation for writing was evaluated.

No abstract

1000Kitap is Turkey’s largest social network for book readers. This network is a social network that mediates readers to realize reading as a social activity with other readers. The first purpose of this research is to reveal how the readers who use this social network start using the network and what they aim by using the network. The second aim is to reveal whether this network has brought about a change in their reading habits and preferences according to the readers who use this network. Finally this research aims to reveal the positive/negative aspects of this network based on the users experiences. For this purpose, phenomenological design was used in this study. The participants are 54 users who are actively using the 1000Kitap. The results indicate that introducing such social networks to the readers and teaching them how to use these social networks correctly can be beneficial in terms of enabling them to reach the right books and motivating them to read. However, the results also indicate that such social reader networks may serve different purposes and lead to negative results if they are not used in accordance with their purpose or in case of excessive use.

Bu araştırmanın amacı 4+1 Planlı Yazma ve Değerlendirme Modeli (PYDM) çerçevesinde gerçekleştirilen hazırlık çalışmalarının yazma sürecindeki işlevlerine ilişkin öğretmen adaylarının deneyimlerini ve algılarını ortaya koymaktır. Bu amaç doğrultusunda araştırma, nitel araştırma desenlerinden olgubilim desenine uygun bir biçimde tasarlanmıştır. Çalışma grubu ölçüt örnekleme yoluyla seçilen otuz öğretmen adayıdır. Araştırmada 4+1 PYDM çerçevesinde hazırlık çalışmaları yapma deneyimine sahip öğretmen adayları çalışma grubu olarak seçilmiştir. Katılımcıların hazırlık çalışmalarının yazma sürecindeki işlevlerine yönelik deneyimlerini ortaya çıkarmak amacı ile yarı yapılandırılmış görüşme formu kullanılarak görüşmeler gerçekleştirilmiştir. Araştırma sonucunda hazırlık aşamasının kendinden sonraki yazma süreçlerinin başarılı bir biçimde gerçekleştirilmesi açısından önemli olduğu görülmüştür. Bununla birlikte hazırlık çalışmalarının belirsizlikleri engelleyerek ve yazarın üretkenliğini artırarak daha nitelikli metinler ortaya çıkarılmasında belirleyici bir rolü olabildiği sonucuna ulaşılmıştır. Ayrıca bu aşamanın yazara konu ile ilgili bilgi ve veri sağlayarak onun yazmaya daha hazır bir hale gelmesini, böylece yazma isteği duymasını ve daha akıcı bir şekilde yazmasını sağlayabildiği sonucuna ulaşılmıştır.

The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.