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DUYGUSAL ZEKA EĞİTİMİNİN OKUL ÖNCESİ DÖNEMDEKİ ÇOCUKLARIN DUYGUSAL GELİŞİMİNE ETKİSİNE DAİR VELİ DEĞERLENDİRMELERİ

Author(s): Tahsin Toprak,Yasin Sağlam,Furkan Sakarya,Semih Tosun / Language(s): Turkish Issue: 63/2024

The research examines the effect of emotional intelligence education on the emotional development of preschool children. The participants consist of 14 parents in Ankara-Mamak province and an interview form was used as a data collection tool. Findings show that emotional intelligence training strengthens children's skills such as emotional awareness, expressing their emotions, emotional control and empathy. Children who receive emotional intelligence training experience a significant increase in their emotional skills after the training. Additionally, the differences observed between children who receive education and those who do not, emphasize the importance of education. The high level of awareness and knowledge of parents and educators about emotional development means that they can support children's emotional development. Findings regarding the effectiveness of pedagogical practices and policies show that education systems should focus more on emotional development. Finally, analyzes of the long-term effects of emotional intelligence training show that the training has a positive impact on children's academic achievement and social relationships. These results indicate that emotional intelligence education may play a role in improving children's general quality of life.

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“This Is How We Do Things”. Acculturation of Immigrant Teachers: Elusive Critical Leadership

Author(s): Delight Sibanda,Sadi Seyama-Mokhaneli / Language(s): English Issue: 1/2024

Aim. The research aims to critically examine immigrant teachers’ acculturation into independent South African schools. It also raises awareness of the absence of school leadership’s preparedness and competence to facilitate immigrant teachers’ integrative acculturation.Methods. The research used a critical qualitative case study design and purposively sampled participants within a population of inner-city independent schools to ensure they were professional immigrant teachers working in a South African independent school and experiencing acculturation. Data was generated through focus groups and individual semi-structured interviews and analysed thematically.Results. The results show that immigrant teachers experience acculturation and adaptation challenges, facing diversity as division. As leaders continuously articulate schools’ visions and missions, they reinforce beliefs, norms, and values, which become the lens through which teachers, learners and other stakeholders engage in their daily activities. Thus, results also illuminate a prevailing authoritarian leadership that enforces cultural assimilation and separation, undermining immigrant teachers’ identities, values, capabilities, and equal status within the school context.Conclusion. Immigrant teachers transform South African schools into cosmopolitan and multicultural settings with incredible cultural dimensions for learners to learn and broaden their global citizenship. Thus, these diverse schools need culturally conscious and effective leaders who deliberately exercise power to confront inequity and marginalisation, affirm minority cultures and foster cultural integration.

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Incorporating Artificial Intelligence and MALL Strategies in EFL Classrooms: Interactive Pedagogical Praxis

Author(s): Sohaib Alam,Farhan Ahmad,Yulia Nickolaeva Biryukova / Language(s): English Issue: 1/2024

Aim. Pedagogical practices in English as a Foreign Language (EFL) classrooms are facing numerous challenges, experiencing artificial intelligence coming into classrooms across the globe. The present study aims to decipher the challenges pedagogues face in tackling the EFL classroom situation. The research explores the problems teachers face after introducing the artificial intelligence revolution in academia.Methods. The present study is devoted to the collection of responses from EFL teachers teaching language at university level. The study uses the quantitative method using a questionnaire to elicit responses from thirty eight (38) teachers teaching in different countries of the Middle East, especially at undergraduate level EFL students emphasising skills in the English language.Results. The findings reveal that pedagogues are still in a dilemma as to whether to allow or restrict students use of artificial intelligence (AI) tools for language learning tasks.Conclusion. The respondents reveal that the reason is insufficient literature on what and how to use AI tools effectively for language learning purposes.Cognitive Value. The present study intends to investigate the issues and challenges that language classrooms are using to integrate AI tools for teachers and also tries to provide a roadmap of strategies that can be utilised to teach English language using mobile aided language learning (MALL) strategies. The present study findings can be beneficial for academia to decide, think, and enact students learning outcomes by using AI tools and MALL strategies for better future action plans in classroom pedagogy.

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Creative Self-Perception of Spanish Secondary Teachers

Author(s): Isabel Pont-Niclòs,Yolanda Echegoyen-Sanz,Antonio Martín-Ezpeleta / Language(s): English Issue: 1/2024

Aim. The aim of this research is to analyse the creative self-perception of Spanish secondary teachers in different domains considering that creativity is increasingly being considered a key educational objective by organisations such as the Organisation for Economic Co-operation and Development (OECD) or educational laws, such as the recent Spanish one (Ministerio de Educación, Formación Profesional y Deportes Español, 2020).Methods. Participants were 100 Spanish in-service teachers at the level of secondary education. They completed the K-DOCS questionnaire (Kaufman, 2012), in which the self-perception of creativity in different domains (Self/Everyday, Scholarly, Performance, Scientific/Mechanic and Artistic) is assessed. The influence of variables such as gender, age, years of experience and area of teaching are analysed.Results. The analysis shows that Spanish secondary teachers have moderate-to-high perception of their own creativity. Although no statistically significant differences were found according to age or years of expertise, the scores in the Scientific/Mechanic domain were found to be significantly different according to gender. Separate creativity profiles were found for teachers with unrelated areas of expertise.Conclusion. This study aims to enhance understanding into the role of teachers in the promotion/hindering of creativity in classrooms. Results show a moderate creative self-perception with differences across domains, which logically conditions their conceptualisation of creativity and the importance given to it in classrooms. The importance of teacher training contributing to improve it is valued and key aspects are pointed out, such as the relevance of promoting a Centre Creative Plan with specific actions of a transdisciplinary nature in schools.

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„Моят роден град в миналото и днес” – една добра практика за проектно базирано обучение

Author(s): Milena A. Georgieva / Language(s): Bulgarian Issue: 1/2023

The presented scientific paper defines the essence and objectives of project-based learning in a learning and non-learning environment. It focuses on the research question: how the school and its partner organizations perform the function of educational institutions, what are the tools to realize this function, what audiences are targeted by educational activities and programs and what are the trends in this process. He also presents in detail a good practice implemented in a Bulgarian Innovative Secondary School, which includes students from primary school level.

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Person-Oriented Educational Paradigm Through the Prism of Strategic Planning of Public Institutions in Bulgaria

Author(s): Tsanko Stefanov / Language(s): English Issue: 1/2023

The article presents the modern paradigm in person-centered education. It can be found in strategic documents implemented by public institutions in Bulgaria.

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Приложение на електронната платформа Wordwall в обучението по география и икономика в прогимназиален етап (на примера на скрития текст)

Author(s): Tamara Draganova / Language(s): Bulgarian Issue: 1/2023

This report presents a selective content analysis of the normative framework for digital competence as a necessity for teachers' professional development and the application of the Wordwall e-platform in training in geography and economics. It presents a rule for the development of the hidden text technique using Wordwall and compiles two example models on the topic of Economics in grade 5 based on the content of geography and economics textbooks.

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Типовете уроци по география и икономика – ситуационна рамка и количествена визия след образователните промени

Author(s): Tamara Draganova / Language(s): Bulgarian Issue: 1/2023

The article researches the types of lessons in geography and economics after the educational reform. It presents the situational normative framework of the curricula from grades 5 to 12 of the general and specialized profiled preparation in geography and economics in Bulgarian schools.

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Eğitim Teknolojilerinin Öğrenmedeki Rolü ile Bilişim ve İletişim Açısından Çok Kültürlülük ve Çok Dillilik

Author(s): Hüseyin Bayrak / Language(s): Turkish Issue: 20/2023

Within the framework of learning, online learning pedagogy and technology-assisted learning (online or electronic learning) are known to help create effective and rich learning environments and processes by eliminating space and time barriers. In such an environment, there is a question of the emergence of a new pedagogy. It has often been discussed how different electronic learning is from traditional learning environments. A large number of pedagogical approaches have been developed on electronic learning, which underlie the learning and teaching processes and practices carried out in schools, universities, home environments. Since computers and the Internet are involved for any learning and teaching method, electronic learning covers a wide pedological approach from problem-oriented learning to Simulator learning. Attention should be paid to how learning technologies will provide individual students with basic pedagogy and guidance on learning performances, where real learning difficulties and feedback are concerned. Proponents of the structural view assert that learning is a process that takes place through activity and advocate that feedback should be provided individually. Learning experience with a constructive, comparative and exploratory nature thanks to new technologies, motivation to learn is increasing, and self-confidence and independent learning are supported with the new virtual reality. While there is a direct one-sided interaction related to the subject to be learned in the traditional learning method, a two-sided learning process is achieved with other learners and learning material thanks to new technologies. New learning models developing in parallel with different approaches have discovered the constructivist learning method (constructivism), arguing that learning will happen spontaneously, with participant-centered and computer-aided education and knowledge creation processes, individuals should no longer worry too much about their own learning.

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Eğitimin Tarihsel Kökleri Bağlamında Öğretmenlik Mesleğinin Eleştirel Düşünme Becerisinin İncelenmesi

Author(s): Yasemin Şen,Şenol Şen,Kemal Garip,Evren Dağlı / Language(s): Turkish Issue: 21/2024

Although the need for progressive skills of societies in the historical process is not new, skills such as “creativity”, “critical thinking”, “problem solving”, “cooperation ability, which are sufficient to be in only a small part of societies, are 21. in order to survive in the century, it is considered a kind of “universal literacy” and requires to be addressed in a more comprehensive and systematic way. These skills and competencies are more related to the needs of the developing economic and social development models than the production-based industrial model of the last century, to indicate that 21. they are called century skills and competencies. Economic change, which has been decisive on all economic developments in the world up to the present day and forms the basis of modern society, 18. it is the first industrial revolution that started with machine-based production in the century. Following the first industrialization movement, industrialization has become widespread rapidly with the use of electricity and the transition to mass production in the second industrial revolution. the process called the third industrial revolution, which has witnessed the development of information and communication technologies from the 1970s to the present, has enabled automation and digitization in production. Today, the transition to high technology, the communication of machines with each other via the Internet and increasing digitalization, artificial intelligence and the production of robots constitute the first application examples of the fourth industrial revolution we are in, which is called Industry 4.0. Capturing the opportunities offered by Industry 4.0 with information systems and related technologies depends on the change of the focus of education in parallel with these developments.

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Millî Eğitim Bakanlığına Bağlı Ortaöğretim Kurumlarında Görevli Öğretmenlerin Mesleki Doyumlarının Veri Analizinin İncelenmesi

Author(s): Adile Şule Türk / Language(s): Turkish Issue: 21/2024

In this study, data analysis was examined in order to determine the perceptions of teachers working in secondary education institutions towards professional (job) satisfaction. The working group of the research conducted in the screening model was composed of high school teachers working in the 2023-2024 academic year. In the research, 88 teachers who voluntarily participated in the study were selected using the simple random sampling method. The Occupational Satisfaction Scale developed by Kuzgun, Sevim and Hamamcı (2005) was used in the study. In the analysis of the data, descriptive statistics were made in order to determine the averages of the responses given by teachers to their opinions about their professional satisfaction. T-test and one-way Anova analysis were performed to examine the answers given to the expressions that correspond to the normal distribution according to the determined variables. According to the results of the reliability analysis of the Occupational Satisfaction Scale, Cronbach's Alpha value was found to be Alpha=, 659. The fact that this value is in the December of 0.60 < cronbach's alpha < 0.80 shows that the scale is reliable. The Occupational Satisfaction Scale consists of 20 expressions and two subdimensions. These sub-dimensions and scale items are as follows: the variance ratio explained by two factors is 48.8%, of which 36.4% is explained by the qualifications suitability dimension, and 12.2% is explained by the development opportunity dimension.

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Türkçe Dersinin Almanya´da 2005-2015 Yılları Arasında Doğan Türk Ögrencilerin Türkçe Seviyelerine Etkisi (Buchheim Örneği)

Author(s): Cemil Bostan,Doğan Yücel / Language(s): Turkish Issue: 22/2024

Despite the passage of 60 years, Germany remains one of the most preferred countries for Turkish migration. The demographic structure of migrants has changed, with educated and professional individuals now migrating with their families. Family migration brings along numerous challenges, one of the most significant being the ability of these families' children to learn and speak Turkish proficiently. This issue is particularly challenging for children born in Germany, as nearly all of them speak Turkish with an accent. The development of students' Turkish language skills depends on three main factors: Turkish learned at home, Turkish lessons received at school, and Turkish acquired in social life. This study investigates the impact of Turkish lessons on the Turkish language proficiency of these two groups of students. Within the scope of the research, a survey was conducted with 81 students of Turkish origin in grades 9-12 at Werner Heisenberg Realschule and Ferdinand Franz Wallraf Gymnasium, located at the Köln Schulzentrum Buchheim. It was found that while attending Turkish classes had a positive effect on students' Turkish proficiency, this contribution was significantly below the expected level. Various activities were suggested to improve the Turkish language skills of young people growing up in Germany.

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Ku’ran Okuma Dersinin Meâl Merkezli Yapılması Meselesi: Müfredat İncelemesi

Author(s): Hasan Hüseyin Havuz / Language(s): Turkish Issue: 2/2023

The Qur’ān Recitation is taught as a compulsory or elective course at all levels of formal in education, as well as in the courses of the Presidency of Religious Affairs in non-formal education in Turkey. In the curricula of this course, it is emphasized that the readings should be word and meaning centered and the course should be centered on the meaning of the Qur’ān. However, the achievability of these idealized goals should be discussed. In addition, due to the focus of the curriculum on literally and meaningfully, there are professional difficulties in teaching the words of the Qur’ān and the programs lose their functionality. In this case, the teaching of the meaning of the Qur’ān should not be in the learning area of this course but should be the subject of a separate professional course. This study discusses the applicability of this, reminds the limits of the Qur’ān course, the importance of teaching the wording from a professional point of view, and the problematic aspect of teaching the meaning of the Qur’ān together with the teaching of the words, and clarifies how it can be done. The objective of the study is not to advocate the incorrectness of reading the meaning or to assert the principles of interpretation. The aim of the study is to contribute to the preparation of a realistic curriculum for the realization of the goals of the Qur’ān recitation courses by determining the limits of the courses in the professional field. In this context, the programs of formal schools such as imam hatip secondary school, imam hatip high school, middle and high schools, some sample the programs of the faculties of theology and the course curricula of the presidency of religious affairs were examined and evaluated in terms of teaching the meaning of the Qur’ān.

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PANDEMİ DÖNEMİNDE SOSYAL BİLGİLER ÖĞRETMENLERİNİN TEKNOLOJİK OKURYAZARLIK DÜZEYLERİNDEKİ GELİŞİMLERİNİN İNCELENMESİ

Author(s): Hakan Yavuz,Ahmet Biçak,Ferhat Durmaz,Özgür Yavuz / Language(s): Turkish Issue: 88/2023

With the COVID-19 pandemic that entered our lives in 2019, it has become obligatory to switch to distance education in all official schools, private schools and universities in our country, as in many countries. With the transition to distance education, the adaptation process of the Social Studies teachers has become a bit difficult because of the fact that the subject includes a significant amount of abstract topics. The aim of this study is to determine how the technology literacy levels of Social Studies teachers have changed during the COVID-19 pandemic period. For this purpose, face to face interviews have been hold with the 20 Social Studies teachers who work within the borders of Diyarbakir province in April, 2023, and as a result of the interviews, technology literacy levels have been examined. In this study, the interview technique, which is one of the qualitative research methods, has been applied and it’s aimed to determine the development of technology literacy levels of Social Studies teachers in the distance education process during the pandemic period. The research is limited to the teachers interviewed. In this study, it is stated that the teachers haven’t had enough technology literacy level before the pandemic. The compulsory distance education process which started with the pandemic period has a positive effect on the development of teacher’s technology literacy levels.

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Длъжност учител в условия на дистанционно обучение

Author(s): Tatyana Kostyukova / Language(s): Bulgarian Issue: 3/2023

The article is devoted to the reflection of pedagogical activity in a new educational context, when online learning is becoming a common form of organizing the educational process at a university. The difficulties encountered by teachers in Russia and abroad in the online format were identified, which turned out to be generally similar. Types of tutor-student interactions have been identified. The specifics of a teacher's tutoring work in e-learning are analyzed. The qualities and competencies of a teacher-tutor necessary for working in e-learning are highlighted.

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Okul Öncesi Dönem Çocuklarının Çevre ve Geri Dönüşüm Farkındalığı Üzerine Bir Eylem Araştırması

Author(s): Cahide Karakaş Tan,Mutlu Pinar Demirci Guler / Language(s): Turkish Issue: 33/2024

The aim of the study was to determine how applied recycling studies carried out in the preschool period (60-72 months) affected children's awareness of the concepts of environment and recycling. Action research model was used in the research in which qualitative research design was adopted. The study group of the research consisted of eight preschool children studying in a kindergarten class of a public school affiliated with the Ministry of National Education in Boztepe District of Kırşehir Province. Data of the research; It was obtained through student drawings and semi-structured interview forms. Data were analyzed using the MAXQDA data analysis program. As a result of the research, it was observed that children's environmental awareness changed positively and they especially paid attention to the integrity of nature with living things. It was determined that there was a positive change in the children's knowledge of the concepts of "not garbage" and "reused" and that they expressed these concepts correctly.

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Eğitim Yönetiminde Etkili Metodik Değerlendirme Süreçlerinin İncelenmesi

Author(s): Halil Bektaş,İlker Vursavaş,Hayrettin Tunç,Ayşegül Bileyen,Engin Sarıcan,Zeynel Kabakcı / Language(s): Turkish Issue: 33/2024

Methodically making a negative assessment of the effectiveness and efficiency of a policy or program immediately, rather than over a broader period of time, may lead to the termination of the program. When evaluating an institution in educational management, the content of the evaluation, it and the values involved in the event will affect the final evaluation as a whole. In this context, one of the decisions that should be taken before making any policy evaluation is to determine who should make the evaluation. The specific circumstances surrounding the necessity for any evaluation will have a significant impact on the alternative that will be selected. Within this framework, the suitability of time, financing situation, subject matter expertise, understanding of evaluation findings and management support, etc. the concepts of internal evaluation and external evaluation stand out in terms of the functioning of processes. Internal assessments have other advantages, such as low cost. In addition, internal evaluators are more predisposed to the organization itself, the evaluated program and related policies, corporate stakeholders and the target audience. The biggest disadvantage of internal evaluation is its real and perceived biases. There is real prejudice. Because it is human nature for corporate members to perceive program errors through the lens of their common corporate experience. External evaluations also have a number of advantages in terms of minimizing biases, at least internal biases. The most important advantage of external evaluation is that evaluators are perceived as impartial because they have no interest in the evaluation results. The plus advantage of using external evaluators is that they are not part of the corporate culture, program and evaluated policy, and their professionalism, previous experience, training, values and perceptions offer them a completely different perspective on problem identification and potential improvements. An important disadvantage of using external evaluators is that it is more expensive than internal evaluation and more time is needed. External evaluations take more time. Because evaluators need to internalize the programs or institutions as well as the policies, programs and institutions they evaluate.

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Sınıf Öğretmenlerinin Sınıflarında Bulunan Geçici Koruma Altındaki Sığınmacı Öğrencilere İlişkin Metafor Algılarının Araştırma Bulgularının Değerlendirilmesi

Author(s): Gözde Uyanık / Language(s): Turkish Issue: 34/2024

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, ‘Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like ‘My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as ‘damaged’, ’the result of which will be determined over time,’ ‘in need of support’, ‘incompatible/challenging/not belonging.’ When the categories created are examined, it is seen that the most metaphors are collected under the category of “incompatible / challenging / not belonging.”

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Eğitim Kurumlarında Yenilikçi Teknolojiler ve Bilişim Araçlarının Kullanımının İncelenmesi

Author(s): Turgay Tarhan,Hatice Aksakal / Language(s): Turkish Issue: 34/2024

Learning, which is the basic component and dynamics of education, is the name given to the changes observed in an individual during the interaction of an individual with the environment, the reorganization of behavior and habits, behavior development and change, the acquisition of information and ideas, considered as a neurophysiological process, permanent effects that occur as a result of interaction with the environment. By another definition, it is revealed that learning is a mental structure change or even a constantly renewed mental structure. Some learning processes may be aimed only at people. Knowledge is organized, and learning is a process in which new knowledge is associated with previously acquired knowledge. The learner needs to encode and store the acquired information in his long-term memory so that he can recall it accurately and quickly later. The information processing process plays an active role in this regard for electronic learning and future learning. Cognitive control for the actualization of cognitive processes within a certain system (such as coding, detection, recall and repetition) occupies an important place in terms of electronic learning and future learning models in subjects such as monitoring, planning, implementation, asking questions, renewal, self-testing from the beginning to the end of learning. In this context, it is observed that the attempts to use information technologies in education have been accelerated in recent years. Interaction between individuals constitutes the basis of learning.Dec. This interaction between individuals allows the examination of existing knowledge and the access to new theories. Dec. While physical environments such as classrooms, schools or courses were used for this type of interaction at first; nowadays, with the introduction of technology into our lives, electronic messages (e-mail), chat (chat), e-groups, dynamic web pages, web radio and television, mobile phones and tablet computers have started to be added to these environments with the gr eat breakthroughs made in recent years. Thanks to these enriched interaction environments, individuals can interact with more people more easily. As a result, thanks to this, students can increase their own knowledge by communicating with others who are more knowledgeable than they are. Thus, individuals can take the thought structure of the more knowledgeable one or adopt the new structure that they will create by shaping it with some changes according to themselves.

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İnstagram Üzerinden Yabancı Dil Olarak Soydaşlara Türkçe Kelime Öğretimi (Kazakistan Örneği)

Author(s): Hatice Aşar,Elif Derya Özdemir / Language(s): Turkish Issue: 35/2024

The rapid spread and popularity of social media platforms have opened new opportunities for language learning. Instagram, in particular, offers language learners a unique learning experience with its visual and interactive structure. This article focuses on examining the Turkish vocabulary teaching applications offered on Instagram in detail and evaluating the contributions of this platform to the language learning process. Research results revealed that Instagram increases learning motivation and supports word memory thanks to its interactive and visual structure in language learning. In this study, the data obtained using document review and descriptive analysis methods were analyzed. Descriptive analysis is the process of describing, explaining, interpreting and giving meaning to the data obtained within the scope of the research in line with the determined themes. The population of the research consists of individuals who learn Turkish via Instagram in Kazakhstan, and the sample consists of 200 randomly selected people from these individuals. The sample consists of users who actively follow and interact with Turkish learning content on Instagram. The findings of the research provide important information about how social media can be used strategically in language learning. In order for Instagram to be used as an effective tool in language learning, content producers need to make strategic planning and optimize content for the target audience. The results of the research revealed that Instagram increases learning motivation and supports word memory thanks to its interactive and visual structure in language learning. It offers important contributions to language learning and social media integration and forms a basis for future research.

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