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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]

The purpose of this study is to identify the opinions of Turkish language pre-service teachers on the vocabulary of Old Anatolian Turkish and interlinear translations, to determine the place of interlinear translations among types of translation, and to give students the point of view that they should be more careful when using interlinear translations in one-to-one translations depending on the originality of the text. In the study, phenomenology design, a qualitative research method, was used to examine in depth the opinions of Turkish language pre-service teachers on the subject. NVivo R1 qualitative data analysis program was used for grouping and coding the data obtained in the research into categories. Using NVivo R1 program, contents with very extensive coverage were easily coded, complicated information were simply organized, and it was ensured that the entire data were commanded. According to the findings of the research, it was found out that the history of language, the history of literature and the use of language are important in interlinear translations, the concept area of Old Anatolian Turkish needs to be analyzed, grammar teaching is beneficial, the selection of texts from simple to complex contributes to the language teaching process, and it is necessary to know the historical development process of the language. It is believed that the study will help preservice teachers comprehend the historical periods of Turkish language and the place of translation types in the vocabulary of Turkish, increase their academic performance, and acquire knowledge and competence. [ABSTRACT FROM AUTHOR]

The "We Speak Turkish with Anatolian Tales" activity was carried out with bilingual Turkish children aged 8-13 in Sweden, Norway, and Finland. The students who participated in this activity constitute the sample group. Pre-test and post-test were administered to the students by selecting folk tales and words. The study investigated whether the vocabulary of bilingual students could be increased in their native language by using tales. Analyses and inferences were also made according to age, gender, and country. This sample was analyzed using the Single Group Pre-Test-Post-Test Design method, which is one of the weak experimental designs among experimental research methods. The SPSS method focused on the vocabulary and listening comprehension skills of bilingual Turkish children. Frequency Analysis, Shapiro-Wilk Test, Wilcoxon Sign Ranks Test, Kruskal-Wallis Test, Mann Whitney U Test were used to analyze the data. While it was found that the values were close to each other according to countries and gender and did not show significant variability, it was concluded that there were significant changes in the average academic achievement in terms of increasing Turkish vocabulary. It was also observed that there were differences according to age, with the older age group having a significantly higher average. [ABSTRACT FROM AUTHOR]

Copyright of International Primary Education Research Journal is the property of International Primary Education Research 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.)

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.

The concept of metalinguistic awareness, which refers to knowing and consciously applying the structural features of the language that people speak, is a concept related to being able to understand the language. It can be said that these skills are expected to be acquired by those who will teach language lessons. Because these teachers transfer all aspects of language to students. Thus, the aim of this study is to examine the relationship between Turkish teacher candidates' meta-linguistic awareness and teacher self-efficacy beliefs. For this purpose, 308 prospective Turkish language teachers were reached. Since these prospective Turkish teachers should have taken most of the skills and teaching courses, the students were selected from the 3rd and 4th grades. "Turkish Metalinguistic Awareness Scale", "Self Efficacy Belief Scale in Turkish Language Teaching" and "Teachers' Sense of Efficacy Scale" were used as data collection tools. In the analysis of the data, t-test, correlation analysis and regression analysis were used. According to the findings of the study, it was concluded that metalinguistic awareness significantly predicted Turkish language teaching self-efficacy and teachers' sense of efficacy. [ABSTRACT FROM AUTHOR]

The study aims to explore the perspectives of primary school teacher candidates who attend Turkish Language Teaching courses on their experiences of developing digital educational escape room games (DEERGs). Phenomenology design, one of the qualitative research methods, was utilized. The study group comprised 48 primary school teacher candidates who were reached by the convenience sampling method. A semi-structured interview form developed by the researcher and DEERGs designed by the participants were used as data collection tools. In the 14-week study, interviews were conducted via Microsoft Teams. The findings were analysed from a holistic perspective using content analysis. Results indicated that the participants preferred Google Forms and Genially tools in game design, and they benefited from Web 2.0 tools. In first language education, games for reading and writing skills were designed, and mostly primary school and 4th-grade achievements were selected. It was observed that they considered areas of interest, individual differences, and constructs that support cognitive-emotional and skill development in scripting. It was emphasized that DEERGs contribute to attention, focus, maintaining and motivating learning, problem-solving, developing a positive attitude towards the lesson, and learning while having fun. [ABSTRACT FROM AUTHOR]

In Türkiye, many languages are taught as foreign languages, especially English, which is taught within the framework of the curriculum determined by the Ministry of National Education [MoNE] from primary education level onwards. Turkish, on the other hand, is taught as a foreign language both in Türkiye and abroad. The aim of this study is to compare the Turkish language curriculum as a foreign language with the English teaching programs in terms of basic foundations and implementation methods. The document analysis method was used to examine the MoNE Turkish Language Curriculum as a Foreign Language (MoNE, 2020), the English Course Curriculum (Primary School Grades 2, 3, 4, 5, 6, 7, and 8) (MoNE, 2018a), and the Secondary School English Course (Grades 9, 10, 11, and 12) Curriculum (Mone, 2018b). Through document analysis, it has been revealed that the Turkish Language Curriculum as a Foreign Language (Mone, 2020) has a greater diversity and currency of basic foundations compared to the English Curriculum. Furthermore, in terms of implementation methods, the Turkish Language Curriculum as a Foreign Language (Mone, 2020) is more detailed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Limitless Education & Research is the property of Journal of Limitless Education & 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 Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi 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 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.)

Language centers that teach Turkish as a foreign language are based on the European Language Portfolio. The Common European Framework of Reference enables language learners to develop listening, reading, speaking, and writing skills. The four basic skills are supported by dictation and grammar teaching, but pronunciation studies are ignored. There are some structures in Turkish that are different in writing and speaking, and pronunciation studies should be done while teaching. In this study, the future tense suffix in New Istanbul Turkish for International Students Course Book (NISB) A2-B1-B2-C1 was analyzed and listening audio recordings were analyzed. It was investigated whether there is a difference between the use of future tense in written texts and listening recordings. Qualitative research methods were used in the study. The books constituting the universe of the study were scanned with the scanning model, and the study was conducted with the descriptive analysis model on the data obtained. As a result, it was rarely encountered that future tense structures were spoken as written in the whole set (A2, B1, B2, C1). A special vocalization study is required for a structure that is not read as written, and it should not be left to the teacher's initiative without explanation in textbooks. For the student and the teacher, it would be appropriate to include the functions and formal features of the future tense, the voice-over features in the books and to indicate that the suffix-AcAk is not read as written. [ABSTRACT FROM AUTHOR]

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 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 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 Journal of Advanced Education Studies is the property of Journal of Advanced Education 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 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.)

The aim of this study is to determine the teachers' views on emergency distance Turkish teaching as a foreign language after Covid-19 pandemic. In this context, the quantitative and qualitative data were collected simultaneously in the study, which was created by using the convergent mixed design of the mixed method, which is one of the basic research methods. The study group of the research consisted 137 of teachers who were obliged to switch to emergency distance Turkish teaching while teaching Turkish face to face to international students studying at Turkish Teaching Centers affiliated with universities. According to the findings of the research, it was determined that teachers faced with many technological and pedagogical problems. In addition, it was identified that before the process started, teachers did not receive any training for distance Turkish teaching and therefore started distance teaching without experience. Moreover, it was concluded that class sizes are suitable for distance teaching, writing is the most difficult skill to develop and measure in distance teaching, and there is a lack of materials to be used in distance teaching. [ABSTRACT FROM AUTHOR]

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 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 International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy 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 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.)

The Turkology Departments in countries other than Turkey fulfill two functions. First, they aim to equip their students with sufficient Turkish language proficiency. Second, they offer students a university degree from the Language, History and Literature program. Therefore, regarding the students who are studying in these departments, their competence in Turkish language skills on an academic level is significant. Thus, the aim of this study is to determine the reading skills self-efficacy of Turkology students studying in Bosnia and Herzegovina and Algeria. The study explored if the students’ reading self-accicay changed in line with any of the variables of country origin, gender, and student achievement level. The research data were collected by adopting the “Reading self-efficacy scale of those who learn Turkish as a foreign language” prepared by Güngör and Kan (2020), and the data obtained was analyzed using IBM SPSS Statistics 25.0 package program. According to the results of the study, it was seen that the reading self-efficacy of Bosnia and Herzegovinian students was higher than the Algerians. Additionally, it was found out that as the achievement scores and language proficiency levels of the students increased their reading self-efficacy scores also increased. Next, the self-efficacy scores of the graduate students were found to be higher than those of the undergraduate students. In addition, there was no significant difference between the self-efficacy level of the students participating in the study according to their gender. Finally, based on the findings, suggestions were given to increase the reading self-efficacy of the students at the end of the study.

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.)