Distance education, which provides flexibility in the learning environment, is an important learning model that complements face-to-face education. However, during the unanticipated Covid-19 pandemic, the distance education model was employed as an alternative instruction model, albeit temporarily, and certain problems were experienced in this process. In this context, the views of the Turkish language teachers on distance education and digital literacy in Turkey, where average population is quite young and the impact of the pandemic was substantial, was investigated in the present study. The study was conducted with the phenomenological design, a qualitative research method, and the study group included middle school Turkish language teachers who conducted distance education during the four months of the pandemic process. In the study, a semi-structured interview form, developed by the authors, was employed as the data collection instrument, and the collected data were analyzed with content analysis. The study findings revealed problems such as student attendance; digital problems such as Internet connectivity, infrastructure, and system; interaction, interest and commitment; literacy problems such as inability of distance education to improve written expression skills of the students; inadequate synchronous/online class count and duration, and poor parent-student-teacher cooperation. Based on these findings, it was recommended to design multimedia material that allow bidirectional interaction and improve inter-institutional cooperation to solve digital problems.

The aim of this study is to determine the digital literacy status of Turkish teachers and to examine them in terms of various variables. In line with this purpose, the digital literacy status of Turkish teachers was determined and examined whether these situations differ according to variables such as gender, age, years of service in the profession, technology usage level, daily time of internet usage, using distance education platforms and social media. Scanning model was used in the research. The "Digital Literacy Scale" which was developed by Ng (2012) and adapted by Hamutoğlu, Güngören, Uyanık and Erdoğan (2017) was used as the data collection tool. Study group of the research consist of 188 Turkish language teachers who work actively in public schools in Turkey. The data obtained from the Digital Literacy Scale in the research were analyzed with the SPSS 21 package program. Asa result of the research, it was found that Turkish teachers' digital literacy levels are high; it was determined that digital literacy levels indicate significant differences according to variables of age, years of service in the profession, technology usage level, daily internet usage time, using distance education platforms and social media. The fact that digital literacy levels decline as participants' age and years of service increase and also those who have high digital literacy levels use distance education platforms and social media more effectively are important results of the research.

Bu araştırmanın amacı yabancı dil olarak Türkçe öğrenenlerin karşılaştıkları motivasyon engellerini belirlemek ve çeşitli değişkenlere göre incelemektir. Tarama modelinin kullanıldığı araştırmanın çalışma grubunu Türkiye'de yabancı dil olarak Türkçe öğrenen 183 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak Kikuchi ve Sakai (2009) tarafından geliştirilen, Altunkaya ve Boylu (2020) tarafından Türkçeye uyarlanan "Türkçeyi Yabancı Dil Olarak Öğrenenlere Yönelik Motivasyon Engelleri Ölçeği" kullanılmıştır. Analiz sürecinde öncelikle normallik testi uygulanmış ve normal dağılım göstermeyen verilerin analizinde parametrik olmayan testlerden Mann Whitney U ve Kruskal Wallis H kullanılmıştır. Araştırma sonucunda, Türkiye'de dil öğrenim sürecini geçiren katılımcıların motivasyon engellerinin orta düzeyde (2.54) olduğu, öğrencilerin motivasyon sürecinde en fazla öğretmen yetkinliği ve öğretme stilleriyle ilgili engellerle karşılaştıkları tespit edilmiştir. Araştırmada ayrıca Türkiye'de bulunma süresi arttıkça karşılaşılan motivasyon engellerinin, özellikle de öğrenicilerin hislerinden kaynaklı engellerin azaldığı sonucuna ulaşılmıştır. Bu sonuçlardan hareketle öğreticilere yönelik, anlık ve hızlı iletişimin kurulduğu dijital ortamlarda sorunların aktarıldığı ve çözümlerin üretildiği bir platform oluşturulması, yetkin kişiler tarafından çevrimiçi veya yüz yüze deneyim aktarımına dayalı, işlevsel seminerlerin düzenlenmesi önerilmiştir.

The aim of this research is to determine the effect of educational games on achievement of students in teaching Turkish as a foreign language, student's success, attitude towards the course and permanence of knowledge learned. The study group of the study was selected from 8-12 year old students learning Turkish as a foreign language at the Beginner (A1) Level in Adıyaman Public Education Center in 2018-2019 academic year. Paired pretest-posttest control group quasi-experimental design was used as the data collection tool, as the "Beginner Level (A1) Turkish Proficiency Exam" and "Attitude Scale for Children Learning Turkish as a Foreign Language" developed by Erol (2019). As the result of the study, it was concluded that the use of educational games in teaching Turkish as a foreign language increases student achievement and provides permanent learning and positive attitude development.

The aim of this study was to determine and investigate the writing anxiety of Syrian refugees learning Turkish as a foreign language in Turkey according to different variables. The study group of the research, in which survey model was used, consisted of 214 Syrian refugees chosen via purposive sampling method and who learn Turkish as a foreign language in Turkey. “Writing Anxiety Scale for Learners of Turkish as a Foreign Language” was used as data gathering tool in the research. In the analysis process, firstly normality test was conducted and it was determined that it indicated normal distribution. Accordingly, t-test was used in pair independent samples, and one-way ANOVA test was used in multi-group comparisons. As a result of the research, it was determined that writing anxiety level of the Syrian refugees learning Turkish as a foreign language (L2) in Turkey, was at medium level and also their writing anxiety was caused by environmental/social factors rather than internal/mental factors. In addition, when the situation was evaluated according to their language levels, it was determined that students at B2 level had the highest level of anxiety; and that using Turkish in social media reduces the action-oriented anxiety of the students. When the participants’ writing anxiety was investigated according to gender, age, and time spent in Turkey it was found that a significant difference was not indicated.