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Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Çalışmada deyimlerin öğretiminde dijital öykü kullanımının başarıya etkisinin incelenmesi amaçlanmıştır. Karma yöntemin kullanıldığı araştırmanın nicel boyutunu tek gruplu öntest-sontest deneysel desen, nitel boyutunu ise olgubilim çalışması oluşturmaktadır. Çalışma grubu, 2021-2022 eğitim öğretim yılında Nevşehir ilindeki bir ortaokulun 7. sınıfında öğrenim gören 22 öğrenciden oluşmaktadır. Veri toplama araçları olarak araştırmacılar tarafından geliştirilen deyimlere ilişkin başarı testi ve yapılandırılmış bireysel görüşme formu kullanılmıştır. Araştırma sürecinde 7. sınıf Türkçe ders kitabında uygulama dönemine denk gelen metinlerde tespit edilen 26 deyim araştırmacıların hazırladığı öykülerde işlenmiş, son olarak hazırlanan öyküler dijital öykü biçimine getirilmiştir. Öntest ve sontest olarak deyimlere ilişkin başarı testi uygulanmıştır. Bu süreç içerisinde yapılandırılmış bireysel görüşme formu aracılığıyla çalışmaya ilişkin nitel veriler toplanmıştır. Uygulama bitiminden 3 hafta sonra ise kalıcılık testi uygulanmıştır. Elde edilen nicel verilerin analizi sonucunda dijital öykülerin deyim öğretimindeki başarıyı artırdığı ve öğrenmede kalıcılık sağladığı ve nitel verilerin analizi sonucunda ise dijital öykülerle deyim öğretiminin öğrenciler tarafından eğlenceli, kolaylaştırıcı ve öğretici birer etkinlik olarak görüldüğü tespit edilmiştir.

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Anatolian Journal of Social Sciences / Uluslararasi Anadolu Sosyal Bilimler Dergisi is the property of Uluslararasi Anadolu Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although teaching Turkish to foreigners is a relatively new field, it is one of the rapidly developing areas in Turkey and worldwide. Teaching Turkish to Turkish descendants, a subset within the realm of teaching Turkish to foreigners, is both enjoyable and quite challenging. The difficulty arises from teaching a different dialect of the same language, which is the fundamental problem in this field. The issues faced by Turkish instructors constantly grappling with setbacks are addressed in our study. The challenges of teaching Turkish in Turkey and teaching Turkish in a foreign country differ. Differences arising from learning environments are effective factors in language teaching. In environments rich in dialects, similarities and differences prompt the development of various methods for teaching Turkish. To effectively implement these methods, it is necessary to accurately identify the problems first, which is addressed in our study. The causes of the problems are investigated, and suggestions for solutions are provided in the conclusion section. Increasing the number of studies on teaching Turkish to Turkish nobles will also increase the number of suggestions for solving the problems encountered. Common errors made by Turkish descendants while learning Turkish include the spelling and pronunciation of the letter "E", the spelling of the adverbial participle suffixes "-gAn" and "-kAn", incorrect usage of pronouns, incorrect usage of auxiliary verbs, false friends ("faux amis") and the influence of Russian. To facilitate this type of teaching, education groups from different dialects together should not be preferred. [ABSTRACT FROM AUTHOR]

Communication is a skill that people have used since ancient times. Although communication differs in terms of its features in the process, it can be basically defined as the ability to understand and explain. The concept of "writing" has a special place in the skill of telling. Because the development of civilizations has generally been thanks to written culture. Knowledge and culture have been transferred to future generations through writings and have preserved their importance until today. The aim of this study is to examine the 6th grade students' ability to express their feelings, thoughts, dreams and impressions in writing, considering the importance of writing skills, in terms of various variables. In this direction, the case study design, one of the qualitative research methods, was preferred in the study. The research group of the study consists of 75 students at the 6th grade level in a state secondary school located in the southeast of Turkey and 5 Turkish teachers working in the same institution. In the data collection process of the study, firstly, a text with a free theme was written to the students. The data obtained from these texts were analyzed with the writing skill level determination rubric prepared by Bahşi (2018). In addition, student writings were evaluated in accordance with the scoring directive by using the attitude scale developed by Can and Ünal (2017) to determine the students' attitudes towards writing. Then, semi-structured interviews were conducted with Turkish teachers. In these interviews, teachers' opinions were taken on the variables that affect the students' writing skill levels. When the findings obtained from the study were interpreted, it was seen that the students' writing skill levels were not sufficient, but their attitudes towards writing were positive. In addition, this situation was affected by teacher, student, program and environment variables as a whole. However, it is seen that the environment variable negatively affects the level of writing skill in a dominant way.

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

By using drama methods and techniques in Turkish lessons, students can gain many benefits such as being able to understand the texts better, being able to put themselves in the shoes of the other people thanks to the roles they take, being able to communicate effectively, commenting critically on what they listen to and watching, and being able to use their voice and body language effectively. . With the different techniques used in the field of drama, Turkish lessons as a mother tongue are taught more efficiently. Some of these techniques; animation (dramatization), dramatic play, improvisation, interview, expert mantle, role card, forum, theatre, six thinking hats technique, gossip circle, group picture and meeting technique. Using the aforementioned drama techniques not only strengthens students' language skills, but also helps transform them into conscious learners who are more active, innovative, creative and collaborative. Drama increases students' participation in class and makes learning more fun. In this study, which was conducted to determine the use of drama techniques in fifth grade Turkish textbooks, document analysis method, one of the qualitative research methods, was used. The texts in the book are examined and their suitability for drama techniques is shown in tables. The study is limited to the Turkish textbook used in 2021-2022. As a result of the examination, it was determined that drama methods and techniques were included in a limited number of activities in the textbook. It has been concluded that book authors should include more drama methods and techniques that teach while entertaining, in the activities included in the textbook. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to determine which folklore elements and intangible cultural heritage elements the teachers use as cultural content in the Turkish lessons of bilingual students in France. In this framework, the list of folklore cadres was simplified by taking expert opinions and the list was finalized. In addition, the areas in Turkey's UNESCO World Heritage List, Mixed (Natural and Cultural) Heritage and Natural Heritage Sites lists were presented to the teachers' opinions and they were asked to specify the elements used in the lessons. In the research, the descriptive phenomenology method, one of the qualitative research designs, was used. The data obtained through the structured interview form were analyzed with the descriptive analysis technique. The data obtained were analyzed in line with the "UNESCO Turkey's World Heritage Lists" and the "List of Folklore Staffs". In order to increase the internal consistency of the research data, the interview form was applied to teachers with at least one year of professional experience in France. According to the results of the research, it was determined that the cultural contents suitable for the target audience and achievements from other cultural fields, especially oral traditions in the list of teachers' folklore staff, were used. [ABSTRACT FROM AUTHOR]

Writing which is the products of human beings' ability to tell, occupy an important place in Turkish teaching. Turkish teaching, which is mostly carried out face-to-face in schools, has been carried out online for a certain period of time due to the COVID-19 pandemic. It is important for mother language education to determine the reflections of Turkish lessons held during this period on writing education. In this respect, the study aims to determine the reflections of Turkish lessons conducted through online environments on writing education. In the qualitative research approach, in the phenomenological design, the study group was determined by the criterion sampling method, which is one of the purposive sampling methods and consists of 18 Turkish teachers working in the Ergani district of Diyarbakır province. A semi-structured interview guide consisting of 9 openended questions was used as a data collection tool. One-on-one interviews were conducted with the participants and these interviews were recorded with a voice recorder. The data recorded with the voice recorder were written down in the computer environment and analyzed with descriptive analysis and content analysis methods. The findings obtained as a result of the analyzes were tabulated and interpreted. As a result of these findings, it can be said that the reflections of online Turkish lessons given during the pandemic period on writing skills and writing education are mostly negative. The main reasons why writing education is negatively affected by online courses can be listed as follows: Low student participation in the lessons, insufficient duration of the lessons, not being able to control the writing activities of the students in a healthy way and not giving them sufficient feedback and corrections. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the current study is to determine the effect of creative drama on the attitudes of students from different levels of education in Turkey towards Turkish lessons and Turkish language skills. To this end, a meta-analysis of the studies examining the effect of creative drama on the attitudes towards Turkish lessons and Turkish language skills was conducted. Within the context of the study, it was also tried to determine whether the effect values vary depending on the type of publication, the education level of the participants, and the domain of attitude moderator variables. A total of 17 studies were included in the meta-analysis study. The sample size of the studies included in the meta-analysis was 733 people, including 424 participants in the experimental group and 309 participants in the control group. The studies included in the meta-analysis are heterogeneous. In addition to the publication bias result of the funnel plot, Orwin’s Safe N analysis, Duval and Tweedie’s Trim and Fill and Egger’s regression analysis revealed no publication bias. Effect values were calculated according to the random effects model. Cohen’s d coefficient was used in the effect value calculations. The Q test and p significance coefficient were used to determine the moderator variable effect. In the study, it was determined that creative drama has a positive and high level effect on the attitudes towards Turkish lessons and Turkish language skills. When the results of the moderator variable analysis were examined, it was seen that the variance between studies for the moderator variable of publication type was not significant in terms of the attitudes towards Turkish lessons and Turkish language skills while it was significant in favor of high school level for the moderator variable of education level and in favor of speaking skill for the moderator variable of domain of attitude.

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Narratives provide the reader with simulated experiences to perceive fictional character's consciousness and the reflection of his/her emotions. By these characteristics, narrative texts become an important educational tool to support social development by establishing commonality between individuals with no similar experiences, as well as emotional development in understanding the others' mind. Narrative empathy, which is defined as a part of the interaction between the text and the reader and a psychological mechanisms of the experience to relate a fictional text, is supported by various linguistic structures and uses in the text. One of the goals of mother tongue education is the development of the affective domain, that includes such skills as associating and organizing emotions and developing social understanding. In this regard, the purpose of the current study was to examine the fictional narrative texts in the Turkish textbook, a basic material in Turkish education, whether they supported empathy development in readers. In the study, the fiction texts in the Turkish 5th grade textbook were described in terms of narrator typology, frequency, diversity and contextual themes of mental verbs, and metaphor use. In addition, the study focused on activities in the textbook that encouraged readers to empathize. The findings indicated that the third person narrator in the narrative texts in the Turkish textbook, emotion verbs in mental verbs described with cognition, emotion, and perception, as well as metaphors to describe the other's mental states were high in frequency. Finally, the texts included self-reference questions and indirect strategies directing the reader to empathize with the character. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

When the role of readers theatre and the guidelines for utilising this method are investigated, it can be seen that different opinions about the effectiveness of this method are put forward. An experimental implementation related to the efficacy of reading theatre was conducted on 43 fifth grade students, 23 in the experimental group and 20 in the control group, who were studying in the central district of Ankara in the 2021- 2022 academic year. In this study, in which a true experimental pretest-posttest control group design was used, it was considered whether there was a difference between the pretest scores when determining the experimental and control groups, and attention was paid to the random assignment of the participants to the groups. The students in the experimental group were given practical training for two hours per week over a period of four weeks in order to familiarise them with the method and to constitute a preliminary preparation for the activities to be carried out. After the preliminary preparation stage, the main implementation was carried out with the students in the experimental group by teaching them with the readers theatre method for two hours per week over a period of twenty weeks. The lessons with the students in the control group were taught in line with the activities in the Turkish textbook. At the data collection stage of the study, after obtaining the necessary permission from the researchers who developed the scales, the “Reading Comprehension Test”, “Listening Comprehension Test” and “Effective Speaking Scale” were used. At the data analysis stage, the necessary analyses were made using the SPSS 22 software package. The findings obtained in the study showed that the students in the experimental group were more successful than the students in the control group in terms of reading comprehension, listening comprehension and effective speaking skills. As a result of the study, it was understood that readers theatre is an effective tool for the development of students’ comprehension and expression skills. [ABSTRACT FROM AUTHOR]

Copyright of Motif Academy Journal of Folklore is the property of Motif Yayincilik and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, Turkish prospective teachers were asked to summarize the explanations in the Turkish lesson curriculum in order to determine how they summarize an informative text. In the research, "real case study" was used to determine the situations of pre-service teachers about summarizing, and prospective teachers selected through typical case sampling voluntarily participated in the study. Each sentence in the summary texts was read with meaning, and the connection of the sentence with the previous and next sentence or meaning was checked. As a result of this analysis, the themes of "Formal Analysis", "Content", "Grammar-Spelling", "Review", "Summarizing Understandings" and "Reading" were reached. In the findings, it was seen that the student teachers used the title in the summary texts, preferred the purpose behavior in the selection of the title, and the students who preserved the shape features of the main text also preserved the title structure. It was determined that the prospective did not state their purpose of making the summary in the introduction parts of the summary texts and they did not gather the text in the conclusion part. It was determined that the prospective used different text summarization strategies together in creating the content, they adhered to the style of the main text writer, and they were objective in the narration. In the sub-headings of punctuation, spelling and coherence, it was seen that the summary texts of the prospective contained many errors. It was determined that these students' perceptions of the summary text varied, but mostly they thought of the summary as an abbreviated version of the main text. It was determined that the majority of the students read the entire main text while creating the summary text and the summary texts reflected the main text, but the texts that emerged after the summary were not reviewed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, "Balina ile Mandalina", a children's book by Fazıl Hüsnü Dağlarca, was examined and evaluated for the use of this book in Turkish teaching. It was aimed to use the book" Balina ve Mandalina " efficiently in Turkish lessons with the study. For this purpose, the book "Balina ile Mandalina" was investigated based on the 2019 Turkish language curriculum and by taking into account listening/monitoring, speaking, reading (fluent reading, word presence, understanding) and writing achievements. The document review method was used in the study. According to this method, the elements that would be the basis for teaching the basic language skills of "Balina ile Mandalina" were evaluated. The data obtained as a result of this evaluation are presented together with the learning outcome explanations in the results section. Examples of applications that can be used in Turkish lessons from 1st grade to 8th grade are also included in the study. According to the evaluations, it was concluded that the book of "Balina ile Mandalina" would be a source for Turkish lessons. The fact that the book is also important in terms of allowing students to see different types of text and understand the possibilities of Turkish is among the results of the study. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to examine the academic literacy levels of Turkish teacher candidates according to various variables. For this purpose, the academic literacy levels of Turkish teacher candidates were examined in terms of age, gender, grade level and term grade point average variables. The scanning model, which is one of the quantitative research methods, was used in there search. The study group of the research consists of a total of 202 Turkish teacher candidates, 116 females, 86 males, studying at Agri İbrahim Cecen University and Van Yüzüncü Yıl University. In the study, "Academic Literacy Scale" developed by Demir and Deniz (2020) was used as a data collection tool to determine the academic literacy levels of Turkish teacher candidates. The data of the study were analyzed by descriptive analysis, Mann Whitney U and Kruskal Wallis H methods. According to the findings obtained from the research, it was concluded that Turkish teacher candidates have high academic literacy competencies. It was found that the Turkish teacher candidates showed a significant difference according to the grade point average and age variables, while the rewas no significant difference according to the variables of gender and grade. In line with these findings, it can be said that Turkish teacher candidates' skills related to academic literacy levels are sufficient. [ABSTRACT FROM AUTHOR]

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Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)