Bu araştırmanın amacı; üniversite öğrencilerine yönelik dijital oyun bağımlılığı ölçeği uyarlayarak bu problemin tespitine ve çözümüne yönelik alanyazına katkı sağlamaktır. Uyarlanan ölçeğin taslak formu, amaçlı örnekleme yöntemine göre seçilen Spor Bilimleri Fakültesinde öğrenim gören ve 18-22 yaş aralığında bulunan öğrencilere uygulanmıştır. Örneklem grubunu 93'si kadın, 202'i erkek toplam 295 kişi oluşturmaktadır. Elde edilen veriler, SPSS 21.0 paket program ve Amos 26 kullanılarak geçerlik ve güvenirlik çalışması yapılmıştır. Yapı geçerliliği için açımlayıcı ve doğrulayıcı faktör analizleri uygulanmıştır. Verilerin faktör analizi için uygunluğu için Kaiser-Mayer-Olkin (KMO) katsayısı ve Bartlett Küresellik Testi yapılmıştır ve yapılan analiz sonucunda KMO değeri ,91 ve Bartlett Küresellik testi sonucunda anlamlılık değeri p <.001 çıkmıştır. Maddelerin ölçülmek istenen özelliğe sahip olan bireyler ile olmayan bireyleri ayırt edebilme gücü, toplam ölçek puanına göre belirlenen üst % 27 (ölçülen özelliğe yüksek düzeyde sahip olan bireyler) ve alt % 27 (ölçülen özelliğe düşük düzeyde sahip olan bireyler) gruplarının ortalama puanlarının bağımsız t-testi yapılarak incelenmiştir. Ölçeğin açıkladığı varyansın % 59,61olduğu görülmüştür. Analiz sonuçlarında faktörlerin korelasyon değerlerinin 0,58 ile 0,75 arasında değiştiği görülmektedir. Analiz sonuçlarına göre; ölçeğin uyum değerleri sırasıyla; x²/sd (398/186):

The position of information and communication technologies (ICT) in the Turkish compulsory education has been strengthened in the recent years. As well as ICT infrastructure, production of digital content and teacher training initiatives, the recent curricula reforms support the use of digital technologies in many subjects. A separate compulsory ICT course is offered in middle school for the 5 th grades. In order for the citizens to improve digital competence, the European Commission offered a tool known as The European Digital Competence Framework (DigComp). This paper articulates alignment of this theoretical framework with the Turkish ICT curriculum for 5 th grades. A comparison between the DigComp framework and the Turkish ICT course has been carried out using the categories, subcategories and learning outcomes. The study shows that even if the concepts identified in the competence dimensions differ in some way, the standards in the framework and the outcomes in the curriculum are closely related. It has been observed that out of 77 learning outcomes in the Turkish ICT curriculum, 33 are relevant to the DigComp standards but the other 34 are mostly related to the technical aspect of ICT. Some issues regarding netiquette and civic participation are ignored and some of problem solving competences are not attributed in the curriculum as well.

It has been an educational policy for the Turkish educational authorities to teach English as a foreign language from early ages of children. This research attempts to determine the role of digital games on enhancing English vocabulary and to com¬pare games with pen and paper practices. For this purpose, digital games on EBA (Education Informatics Network) platform were used for enhancing vocabulary teaching in a public primary school in Turkey. The study recruited 37 third-grade students from two separate classes. A class of 20 students was identified as the experimental group, and another class of 17 students was assigned as the control group. The data for this study was obtained by gathering information from pre and post-tests. The control group received English lessons without using games on EBA, while the experimental group used EBA while learning vocabulary. Independent sample t-test was used to measure the effect of digital games on the vocabulary learning of the experimental group. It was deduced from the findings that there were statistically significant differences in the mean scores of post-tests. The findings showed that the experimental group outperformed the control group and the statistical results were considerable in post-test. Findings indicate that digital games usage in teaching vocabulary is effective for learners to improve their vocabulary knowledge.

Despite the ongoing attempts in Turkey to teach the English language to Turkish citizens so that they can communicate effectively in global contexts, the results reached are much lower than desired. To determine where the mistakes originate, different policies have been followed, course hours and instructional strategies have undergone constant changes. The curriculum which is one of the most important pillars of teaching and learning has been updated according to the principles of the CEFR which deeply affect foreign language teaching in Europe. In this study, the A1 level English teaching curriculum, which was prepared in line with the CEFR principles, was examined based on the CEFR communicative language activities. The learning outcomes included in the curriculum were compared in terms of production, interaction and reception activities, and the alignment of the curriculum to the tenets of the CEFR was revealed.

This article describes a case study of a gifted student who spent about two months learning a new language through the use of a mobile application. The purpose of this study is to investigate how a gifted student perceives the effectiveness of Duolingo, as well as how the participant improved his language skills. The participant was a 14-year-old Turkish male who began using Duolingo knowing nothing about French. Data was gathered through interviews, self-reports, and language tests. According to the findings, Duolingo provided a user-friendly, enjoyable, and competitive learning environment for the participant, but it was not regarded as an all-in-one language-learning tool. The participant appeared to gain various language skills, particularly reading and writing skills, without referring to other sources. When considering the improvement level in this case, Duolingo should be a reciprocal learning tool as an addition to language courses rather than a replacement for regular language courses.