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.
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.
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