Examining the relationship between prospective Turkish teachers internet based reading motivation and engagement and mobile learning attitude

Abstract

The aim of this study is to examine the relationship between prospective Turkish teachers' internet based reading motivation and engagement and mobile learning attitude. In this context, the opinions of 197 pre-service teachers from different grade levels of Pre-Service Turkish Language Teachers of a state university in the west of Turkey were consulted. Relational screening method, which is one of the quantitative research methods, was used. "Internet Based Reading Motivation and Engagement Scale" and "Mobile Learning Attitude Scale" were used as data collection tools in the research. Based on the analysis, it was concluded that the internet-based reading motivation and engagement of the participants were at a medium-level. In addition, it was concluded that the mobile learning attitudes of the participants were at a high level. Considering the whole and sub-dimensions of the internetbased reading motivation and engagement scale, no significant difference could be reached according to the variables of gender, grade level and the average time spent on the internet in a day. No significant difference was reached in the sub-dimensions of internet-based reading motivation and interactions as a whole, competence, difficulty and dedication, according to the variable of academic standing. Considering the whole scale among mobile learning attitudes, there was no significant difference in terms of gender, grade level, academic achievement, annual average book reading and average time spent on the internet in a day. According to research findings, there is a weak, positive and significant relationship between prospective Turkish teachers' internet based reading motivation and engagement and mobile learning attitude.

The Relationship between Digital Reading Disposition and Internet-based Reading Motivation: A Study on Pre-service Teachers

“…These findings were supported by Ata and Alpaslan's (2019) study in which they found out that pre-service teacher' perceived competence and dedication levels were medium, while their motivation in the sub-dimensions of avoidance and perceived difficulty was found to be low. In addition, in the study of Güzel and Elkıran (2021), which examined the motivation of Turkish teacher candidates for internet-based reading, the level of dedication of teacher candidates was moderate, similar to this study. However, unlike the findings of this study, the perceived competence levels of Turkish teacher candidates were high, while the levels of avoidance and difficulty were moderate (Güzel & Elkıran, 2021).…”

“…In addition, in the study of Güzel and Elkıran (2021), which examined the motivation of Turkish teacher candidates for internet-based reading, the level of dedication of teacher candidates was moderate, similar to this study. However, unlike the findings of this study, the perceived competence levels of Turkish teacher candidates were high, while the levels of avoidance and difficulty were moderate (Güzel & Elkıran, 2021). In the study carried out by Maden (2018) with PTs, the findings showed that the participants were interested in reading on digital screens and they often understood the content better and quicker.…”

“…The concept of IBRM is a result of the ICT and screens that the 21st century has made indispensable in our lives (Güzel & Elkıran, 2021). Reading motivation "can be defined as the extent of his or her intention to read a specific text in a given situation" (Schiefele et.…”

Yabanci Di̇l Olarak Türkçe Öğreti̇mi̇nde Geleneksel Medya Araçlarinin Kullanimina Yöneli̇k Öğreti̇ci̇ Görüşleri̇

“…Bu durum öğrenicilerin derste daha aktif bir rol oynamasını da beraberinde getirecektir. Alanyazında yapılan araştırmalar incelendiğinde yabancı dil olarak Türkçe öğretiminde birçok farklı çalışmanın yapıldığı (Acar, Kana ve Kızıltan, 2019;Akkaya ve Ulum, 2018;Avcı, 2012;Avcı, 2020;Avcı ve Dağ Pestil, 2018;Ayhan ve Kana, 2019;Can, 2023;Çevik ve Muzaffer, 2021;Ermağan, 2023;Eryaman ve Kana, 2012;Geçgel ve Gür, 2022;Geçgel ve Nazik, 2022;Geçgel ve Peker, 2020;Geçgel ve Terzioğlu, 2022;Gün, Akkaya ve Kara, 2014;Gün ve Çeri, 2021;Güzel ve Elkıran, 2021;Kana, Boylu ve Başar, 2016;Kana ve Buzkurt, 2022;Korkmaz ve Batluralkız, 2023;Özyalçın, ve Kana, 2020;Saygılı ve Kana, 2018;Ustabulut, 2021;Ustabulut, ve Kara, 2019 Tablo 6'ya göre araştırmaya katılan öğreticilerin çoğu geleneksel medya araçları kullanımının büyük ölçüde kulak aşinalığı sağladığını düşünmektedir. Araştırmaya katılan diğer öğreticiler de kelimelerin doğru telaffuz edilmesi, gramerin daha iyi öğrenimi, bakış açısını geliştirme, rahat iletişim kurabilme, dil gelişimini hızlandırma gibi fayda sağladığı konusunda görüşlerini ifade etmişlerdir.…”