Just as cultural knowledge is a part of language learning, so has the use of technology rapidly become an indispensable part of foreign language teaching in today's lessons. Respectively, this study aims to reveal the impact of the use of Smart Boards as a supplementary material on the intercultural learning process in preparatory classes. Therefore, firstly with the aim of bringing out teachers' attitudes towards intercultural learning and secondly, revealing the influence of the use of teaching materials and Smart Boards on intercultural learning activities, open ended questions were used. As a research method a qualitative process was implemented and the survey questions were used to interview the teachers teaching preparatory classes. In the survey process, the gathered transcripts of the recorded interviews were contentedly organized under headings related to the topic and some main themes that include the most precise answers were determined. After the evaluation process, teachers' statements revealed that in foreign language teaching the use of Smart Boards is motivating in terms of teaching intercultural knowledge and that it is a fast facilitator. Additionally, the teachers suggested that the use of such kind of supplementary materials should be encouraged to become more prevalent. Despite all of the results, the teachers expressed their reservations about whether the Smart Boards are used in an effective way or not in the lessons.

Das Ziel der vorliegenden Studie ist, die Funktionen und Potenziale von digital storytelling unter Berücksichtigung der Einschätzungen und Sichtweisen von DaF-Lehramtsstudierenden darzustellen. Zu diesem Zweck haben DaF-Lehramtsstudierende kollaborativ selber digital stories produziert und diese ihren Kommilitonen präsentiert. Danach wurden anhand eines Fragebogens die Ansichten und Stellungnahmen von DaF-Lehramtskandidat*innen zu diesem Prozess hinterfragt. Im Hinblick der Ansichten von DaF-Lehramtsstudierenden zeigen die Ergebnisse dieser Studie, dass im universitären DaF-Unterricht das digital storytelling aktive und pädagogische Möglichkeiten anbieten. Die Ergebnisse zeigen u. a., dass in der DaF-Lehrerausbildung anhand von digital storytelling die fremdsprachlichen Fertigkeiten Schreiben, Sprechen und Übersetzen der Lehramtsstudierenden nachhaltig geschult, der Wortschatz weiterentwickelt und kommunikative und medienbezogene Fähigkeiten trainiert werden können.

Concepts such as lifelong learning, motivation, self-learning, communicative competence, and learner autonomy play a central part in the current and contemporary education process. These key concepts are identified as important objectives in education. Students are at the center of this process because the self-learning habits of students are indispensable in the frame of identified objectives. Self-learning is undoubtedly significant for German language teacher candidates, too. The purpose of this study is to reveal the self-learning habits of German language teacher candidates in the sample of Trakya University. In accordance with this purpose, a questionnaire was administered in all classes of the German Language Teaching Department. In this context, the questionnaire aimed to identify German language teacher candidates' selflearning habits and perspectives on self-learning itself. One of the significant outcomes of this study is that German language teacher candidates evaluate the self-learning process as important. However, they possess a limited perspective on the context and need guidance and encouragement regarding self-learning. For this reason, one of the most important duties of the German Language Teaching Education Department is to arrange environments where active learning will be maintained for students, learning objectives will be determined, and taking responsibility will be specified and guided.