The role of motivation in foreign language teaching has been a debated issue for long years. One of the problematic issues is the motivation problem encountered in foreign language courses. Because, the most important factor affecting academic success is motivation. Most researchers argued that as the motivation level increases, the level of foreign language learning will increase and students will learn foreign languages more easily. In this research, motivation attitudes of state and private elementary school students in foreign language courses in Turkey were examined. At the same time, the relationship between foreign language and motivation attitude of state and private elementary school students was tried to be determined. The sample of the research is 747 students in 5th, 6th, 7th and 8th grades selected by random sampling from a Private Elementary School and a State Elementary School in Adana Province, Turkey, in 2018-2019 academic year. In the research, the participants were applied the Academic Motivation Scale-AMS and there was a significant effect on the motivation of different school type (state and private), gender, school and primary school was not examined. The difference between motivation levels of the students in state and private schools was tried to be determined. In the study, Pearson Product Moment Correlation Coefficiency and Independent Sample t-test Analysis were performed by using Statistical Package for Social Sciences—SPSS 22 Programme. According to the results, it was found that the motivation level differed according to the gender and school type.

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes towards mathematics, and to investigate their views on formative assessment practices. A 12-week quasi-experimental research design was adopted in the research. The research group consisted of 51 students in the 10 th grade (26 in the experimental group and 25 in the control group) of a high school. Qualitative data were obtained via functions academic test and mathematics attitude scale while a semi-structured interview form was used as a qualitative data collection tool. The quantitative results revealed that the effect of formative assessment practices on students' attitudes towards mathematics and mathematics achievement was statistically significant. According to the qualitative results of the research, formative assessment practices were found to be beneficial in terms of contributing to learning processes and encouraging students to express themselves in the classroom. It is recommended that teachers use formative assessment to support student-centered classrooms in teaching mathematics and to effectively evaluate students' mathematical competence in the learning process.

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İslamofobi, kısaca İslam dinî ve onun temsilcileri olan Müslümanlara karşı duyulan korku ve nefret olarak adlandırılmaktadır. Bu korku ve nefretin kökeni yüzyıllar öncesine kadar dayandırılsa da 11 Eylül 2001 New York olaylarından sonra hızlandığı görülmektedir. Amerika ve Avrupa ülkelerinde İslam dinine karşı yapılan küçümseyici propagandalar, hakaret içerikli yazılar ve karikatürlerle söz konusu korku ve nefret tüm dünyada uyandırılmaya çalışılmaktadır. İslamofobinin yayılmasında ise ucuz, kolay erişilebilir ve hızlı olması sebebiyle sosyal mecralar etkin bir araç olarak kullanılmaktadır. Hemen hemen herkesin kullanabildiği ve milyonlarca kişinin çevrim içi olduğu bu sanal mecralarda İslam dinini ve onun Peygamberi olan Hz. Muhammed'i çirkin ve kötü göstermeye çalışan paylaşımların sayısı hayli fazladır. Bu araştırmada İslam dinine ve Müslümanlara karşı ırkçı söylemleriyle bilinen Geert Wilders isimli politikacının Twitter hesabı göstergebilimsel yöntemle incelenmiştir. Siyaset adı altında korku ve nefret söyleminin birleştirildiği bu Twitter hesabında İslam dini hakkında çarpıtma amaçlı paylaşımlar tespit edilmiştir. Çalışma, sosyal medya üzerinden paylaşılan Post-truth (gerçek-ötesi) içeriklerle İslamofobinin nasıl oluşturulduğunu araştırıp ortaya koyması bakımından önem arz etmektedir.

THE TEACHER ATTITUDES TOWARD THE LEARNER CONTROL STRATEGY ABSTRACTThe major purpose of this research was to examine the uses' level of learner control strategy by teachers as general in their courses. For this study, data were collected from 219 state primary school teachers, including Turkish, English, math, science, social science, religion and morality, and computer-technology teachers in the province of Adana, Turkey, during the 2010-2011 academic year. The data were gathered by administering the learner control strategy questionnaire (for teachers) that was developed by the researcher, who collected the data from participating schools over a span of a month. The frequencies, percentages, means and standard deviations were considered in the data analysis, which was performed using spss for windows 11.5. The data analysis showed that the means of items 13 (my students can express their views on the length of each lesson), 21 (my students can decide what courses they should take) and 22 (my students can choose what topics, units or parts of units that they want to study) were low, whereas the means of the other items on the questionnaire were high.