Dr. Safa Eroğlu | Sakarya üniversitesi (original) (raw)

Papers by Dr. Safa Eroğlu

International Journal of Language Academy, 2015

This study was conducted in survey model to investigate information and communication technologie... more This study was conducted in survey model to investigate information and communication technologies (ICT) usage levels of bilingual Turkish students that being educated in several elementary state schools in France in terms of some variables. The sample was determined as purposive sampling method that is a nonrandom sampling method and all the participants were asked to participate the study. Hereby sample included 109 elementary school students who had agreed to participate the study. "The Utilization of Information and Communication Technologies Scale" that developed by Özmusul (2011) was used for data collection. The scale included 18 items and prepared in fourth-Likert-type. The findings of the survey revealed significant differences between the genders in favor of male students. Also, with some exceptions, in general the survey revealed grade level and age of the students increased jointly with increment of the ICT usage levels. Moreover, according to the findings students mostly preferred French in access to information and research-analysis activities than the other activities; on the other hand mostly preferred Turkish in self-expression and communication activities than the other activities.

Okunulan bir metnin anlasildigini gosteren en onemli gostergelerden biri de okunan metnin, okuyuc... more Okunulan bir metnin anlasildigini gosteren en onemli gostergelerden biri de okunan metnin, okuyucu tarafindan ozetlenebilmesidir. Ozetlemede, metinde verilen bilgilerin, ele alinan konularin, ana dusunceyi destekleyici yardimci dusuncelerin metnin ozunden kopmadan kendi ifadeleriyle yeniden ele alinmasi gerekir. Yapilan calismalardan elde edilen verilere gore ozetleme, hafiza problemi yasayan ogrenciler, bilgileri duzenli bir sekilde kategorize etmekte problem yasayan ogrenciler icin olumlu yonde katki saglamaktadir. Bu calismada, A1 seviyesinden C1 seviyesine kadar olan butun kurlari basariyla tamamlayan ve ardindan “Akademik Turkce” dersi alan yabanci ogrencilerin metin ozetleme durumlari ele alinmistir. Calisma, 2017-2018 egitim ve ogretim yilinda Sakarya Universitesi Turk Dili Ogretimi Uygulama ve Arastirma Merkezi’nde (TOMER) ogrenim goren 119 ogrenci ile gerceklestirilmistir. Ogrencilerin hazirladiklari ozet metinler, baslik yazma, bakis acisini dogru kullanma, anlatim kipin...

African Educational Research Journal, 2020

This study was conducted to examine the self-efficacy belief levels of preservice Turkish languag... more This study was conducted to examine the self-efficacy belief levels of preservice Turkish language education teachers on educational internet use in terms of various variables. The sample of the study was selected based on the non-random purposive sampling method and 197 preservice Turkish language education teachers who agreed to participate in and answer the questions in the scale generated the sample of the study. The study was conducted as a survey research and the data was collected via "Educational Internet Usage Self-Efficacy Beliefs Scale" which was developed by Akgün et al. (2017) and which consists of 26 items in 5-point-likert scale. The findings of the study present that the self-efficacy belief levels of preservice Turkish language education teachers on educational internet usage do not differ significantly according to the gender, class level and age variables. On the other hand, the self-efficacy belief levels of the preservice Turkish language education teachers on educational internet usage differ significantly according to computer using experience, weekly internet using time period, having an education on educational internet use and perceptions on the level of competence in using FATİH Project technologies within the education. It is highly recommended that similar studies with different and wider samples should be conducted in the future.

International Journal of Language Academy, 2015

Sakarya University Journal of Education, 2022

One of the primary goals of individuals who learn a language as a foreign language is to learn th... more One of the primary goals of individuals who learn a language as a foreign language is to learn the most frequently used words in that language. In line with this goal, it is very important that the words with the highest frequency of use are included in the education and training process and that the course materials to be used are created according to this purpose. For this reason, it is important to examine the terms frequently used by learners of Turkish as a foreign language. The aim of this study is to determine the terms used in the written expressions of international students who learn Turkish as a foreign language and receive academic Turkish education. For this purpose, the survey model, one of the quantitative research designs, was used in the study. The sample of the study was formed by identifying 125 foreign students attending the academic Turkish course at Sakarya University TÖMER by criterion sampling method. Semi-structured interview forms created by the researchers...

Yabancı dil öğretimi sürecinde dili bağlam içerisinde en iyi aktarabilen materyaller metinlerdir.... more Yabancı dil öğretimi sürecinde dili bağlam içerisinde en iyi aktarabilen materyaller metinlerdir. Dil öğretiminde son yaklaşımlar yapay ve kurma metinlerin yerine edebî metinlere yönelmek şeklindedir. İletişimsel Dil Öğretiminin dayandığı temel ilkelerin başında gerçek bağlamda hedef dili ana dili olarak konuşanların iletişim ortamlarında üretilmiş özgün dil ürünlerini sunmalı ilkesi gelmektedir. Bu ilkeden yola çıkılarak Türkçenin yabancı dil olarak öğretiminde başlangıç seviyesinden (A1-A2) başlayarak ileri seviyelere kadar tüm aşamalarda özgün/edebî metinlere yer vermek gerekir. Afiş, davetiye, yemek menüleri ile başlayan özgün metin örnekleri A2 seviyesinden itibaren resmî yazışmalar, gazete ilanları ve haber metinleri şeklinde devam ettirilmelidir. İlerleyen düzeylerde Türk edebiyatının önde gelen isimlerinin eserlerinden alıntılar ders materyalleri arasına dahil edilmelidir. Bu sayede dilin işlevsel yönüne aşinalık arttırılabilir. Aynı zamanda öğrenici Türk toplumunun dünyasın...

RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 2021

Abstract The aim of this study is to determine the positive and negative aspects of distance edu... more Abstract
The aim of this study is to determine the positive and negative aspects of distance education of Turkish as a foreign language regarding the opinions of the teachers who teach Turkish as a foreign language at Sakarya University TÖMER. The convenience sampling method, one of the random sampling methods, was preferred while choosing the study group and 15 lecturers working at Sakarya University Turkish Language Teaching Application and Research Center (TÖMER) were formed and agreed to participate in the study voluntarily. The data were collected through a semi-structured form prepared in a digital environment. The data obtained from this study, which was carried out with the phenomenology method, one of the qualitative research methods, was evaluated by the content analysis technique. According to the research findings, it was seen that the motivation of the instructors decreased in this process in general, but they did not have difficulty in expressing themselves in virtual lessons and they were able to conduct communication well. On the other hand, they stated that the instructors experienced various technical problems in this process and that constantly lecturing on the computer tired them physically and psychologically. In addition to these, they held online games, activities and extracurricular conversations to increase students' motivation and participation, stating that this process contributed to their information and communication technology skills.
Keywords: Teaching Turkish as a foreign language, e-learning, distance education, teacher opinions

Sakarya University Journal of Education, 2014

Books by Dr. Safa Eroğlu

YABANCI DİL OLARAK DİJİTAL TÜRKÇE ÖĞRETİMİ/TEACHING DIGITAL TURKISH AS A FOREIGN LANGUAGE, 2023

Extended Abstract In this section, examples of how digital platforms can be used in foreign langu... more Extended Abstract
In this section, examples of how digital platforms can be used
in foreign language teaching are discussed. To that end, firstly, the
increasing demand for foreign language learning and people’s foreign
language learning purposes are interrogated. The questions such as
what digital platforms are and the use of these platforms for foreign
language learning are addressed. Also, examples are provided with
regard to the use of YouTube, Netflix, Spotify and Podcast, which are
the main digital platforms widely used all over the world.
Man is a social being and establishing social relations with the
society he/she is in is realised through the language of that society.
From this point of view, it is possible to say that language plays a
fundamental role in the integration of individuals into society. In
the 21st century, with the development of communication tools and
the widespread use of these tools by the masses, the opportunities
presented to people all over the world to communicate with each
other have increased. The increase in communication opportunities
does not mean that these opportunities can be used equally by
everyone. For this reason, the necessity of learning a foreign language
has emerged in order for people from different cultures to interact.
Apart from this, people feel the need to learn a foreign language
for many reasons. Barın (1992) stated that people need to learn a
foreign language because of “getting a good education, universality
in language policy, getting to know different cultures, migration,
trade and tourism”. Like many changes in social life, some changes
have started to occur in the daily lives of individuals. Technology
draws attention as an element that greatly affects people’s daily lives.
Devices such as computers, smart televisions, tablet computers, smart phones, etc. make it possible to access information much more easily
and quickly as well as increasing social interaction. Today, while the
internet draws attention as an important source of quick access to
information, we should keep in mind that the information accessed
from search engines may not always be the right information
With the technological developments in today’s world, the increase
in the qualities of technological tools and their easy accessibility,
technological products such as television, computer, smart phone etc.
have started to be seen as a compulsory need for many individuals.
With the widespread use of technological devices in daily life, a part
and sometimes even a large part of people’s daily lives are spent with
these devices. One of the places where people spend time on their technological
devices is digital platforms, one of the innovations offered
to our lives by the internet world. Although the main purpose of using
digital platforms at the birth of digital platforms is entertainment,
their use for information sharing as well as entertainment is gradually
increasing. In addition, the content on digital platforms is becoming
more diverse and qualified. Digital platforms generally operate on the
internet and are presented in the form of applications or websites designed
to be used on users’ devices (computers, smartphones, tablets,
smart TVs, etc.). Different types of content are available on digital
platforms. For example, they offer services in various categories such
as video sharing (YouTube), music and Podcast streaming (Spotify),
film and series streaming (Netflix, Amazon Prime, Disney+), book
and e-book sales (Amazon Kindle), social media interaction (Facebook,
Instagram, Twitter). These platforms support activities such as
interaction, content sharing, communication and information exchange
among users. Users can access these platforms by creating their
accounts, access content, share and publish their own content. Digital
platforms can offer customisable and personalised services according
to users’ preferences and needs. Users can often benefit from features
such as discovering and following content, creating playlists, storing
favourite content or interacting with other users. In addition, these
platforms can also be used for language teaching purposes. Digital
platforms, which have become increasingly popular with technological
advances in recent years, have become important tools through
which users have easy access to digital content. With the positive developments in the world of technology and
the reflection of these developments on people’s lives, there have been
great changes in people’s daily lives compared to a quarter century
ago. This change has also manifested itself in the field of education.
The use of audio-visual and computer-aided materials has become
widespread in education and training processes.
According to a study conducted at the University of Texas, when
the time factor is kept constant, the recall rates are as follows; people
remember 10% of what they read, 20% of what they hear, 30% of
what they see, 50% of what they see and hear, 70% of what they say,
and 90% of what they do and say (Arslan & Ergin, 2010, p.65). Based
on these data, appealing to as many senses as possible in the learning
process will increase the permanence of the information learnt. The
brain works as a complex organ that can do more than one job at
the same time. Therefore, it is important that learning experiences
are multiple, complex and concrete for meaningful learning to take
place. Digital platforms offer audio and video content to their users,
thus enabling more permanent learning. Especially in the language
learning process, these platforms can be used as an effective tool to
improve language skills.
The use of technological products and tools in language teaching
is a rising trend in today’s world. Individuals can obtain a lot of
information without realising it during the time they spend on digital
platforms without the purpose of learning. The fact that individuals
learn a language through the films they watch and the music they
listen to in any language can be shown as an example of this situation.
Various studies have been carried out by researchers in order to
develop language skills with digital platforms in foreign language
teaching process. Many studies have been conducted on the use of
videos in the development of language skills, especially comprehension
skills (Wetzel, Radtke & Stern, 1994; Ginther, 2002; Gruba, 2006;
Suvorov, 2008). Tools with video and audio materials provide language
learners with authentic language experiences, which can help them
learn the daily use of the language.
The selection of video and audio materials in the language learning
process is also crucial. The materials to be used should align with the level, learning purpose and cultural background of the language
learner. The use of digital platforms as an effective tool in language
learning will be possible only if the content of these platforms is
selected correctly and in accordance with the needs.
Keywords: Digital Platforms, Foreign Language Teaching, Turkish
as a Foreign Language.

YABANCI DİL OLARAK DİJİTAL TÜRKÇE ÖĞRETİMİ/TEACHING DIGITAL TURKISH AS A FOREIGN LANGUAGE, 2023

Extended Abstract In this section, it is explained how digital tools can be used in grammar teach... more Extended Abstract
In this section, it is explained how digital tools can be used in
grammar teaching which is a part of foreign language learning process.
In this direction, firstly, grammar and its place in foreign language
teaching are mentioned. Then, the criteria prepared for grammar
in “The Common European Framework (CEFR)” are given. After this
information, the use of digital tools in grammar teaching is mentioned
and suggestions are made on how “digital dictionaries, distance
education portals, Kahoot, Memrise, Mondly, Busuu, Wordwall, Babbel,
TRT Bil Bakalım”, which are among the main digital tools, can be
used in grammar teaching.
With the 21st century, there has been a very rapid change in many
fields, especially science and technology, compared to the previous
periods, and with this transformation, technology has started to take
an important place in the lives of many individuals in the world. The
effect of change has manifested itself in all areas of life. In the field of
education, a transformation has been experienced with the support
of technology and educational contents. The widespread use of the
Internet, the development of computer programmes, the development
of smart phones and applications that can be used on these phones,
as well as various digital tools available to individuals have made
language teaching more accessible. In this period when technology
has become so widespread, it is possible to say that making use of
the opportunities offered by technology in the educational activities
to be created for the generation called “digital natives” (Eşgi, 2013),
who are literally born into technology, will contribute positively to the
educational process.
In addition to the face-to-face education model that has been
applied from past to present, new concepts such as distance education,
computer-assisted instruction, and internet-assisted education
have been added with the momentum gained by technology in today’s
world. These concepts, which are frequently used in the world of education,
have started to be used in the field of foreign language teaching
and academic studies on the subject have started to be carried out by
researchers working in this field (Ceyhan, 2007; Eroğlu et al., 2021;
Ilgar, 2013; Kanğ, 2015; Pilancı et al., 2015; Ünlü, 2019).
Foreign language learning is a long-term process. It can be said
that success can be achieved to the extent that the four basic language
skills can be used effectively in the target language, the target language
can be thought in the target language, and that language can be put at
the centre of life. In this process, the element that ensures the correct
and effective use of language skills is grammar.
It is grammar that organises the elements in the language and
enables them to form meaningful structures within a system of rules,
which contains many elements and systems. Grammar is a field of
study that aims to reveal this set of systems in a language (Erdem &
Çelik, 2011).
The target group should be taken into consideration in achieving
the aim of grammar teaching. The language level of the target
audience will require changes in the scope of the purpose of language
learning and grammar teaching. Language teachers have a great
responsibility in terms of how much grammar should be taught, when
where and how the rules should be given, how much and how often
the exercises should be practiced. The teacher is expected to be able to
maintain these stages in a balanced way with his/her experience. The
grammar teaching process should be planned by taking into account
the needs and current situation of the learners, so that language learners
can overcome the possible difficulties they will experience in the
comprehension and expression processes. In short, grammar should
be considered as an activity area in the development of language skills
and should be a tool for the effective use of language skills, not a goal.
Knowing the grammar rules of a language is very important in
terms of preventing errors that may occur in the four basic language
skills of reading, listening, speaking and writing. However, different
opinions have been put forward about whether grammar teaching
should be included in the process of foreign language learning. If the
individual tries to learn the language by visiting the country where
the language, he/she aims to learn is spoken, he/she will learn the
grammar structures spontaneously without being aware of it in the
natural environment, that is, implicit learning will take place. Therefore,
in cases where these conditions are met, teaching grammar in the
classroom environment will interrupt the language acquisition process
(Krashen & Terrel, 1983). On the contrary to this view, there are also
those who argue that grammar should be taught whether or not the
language to be learnt is spoken in the country of residence, that if
grammar is not taught, spontaneously learnt knowledge may be inaccurate
and that it will be much more difficult to correct these inaccuracies
when they become permanent (Thornbury, 1999; Ur, 1996).
Based on these discussions on grammar teaching, it would be wrong
to argue that there is no need for grammar teaching and to ignore the
benefits of grammar teaching. Rather than taking an attitude about
whether there is a need for grammar teaching or not, the target group,
the structure of the language and the difficulty of learning grammar
should be the main point to be emphasised.
Education and technology are two important concepts intertwined
with each other. In today’s world, education has a great role in
the development of technological tools, the use of which has become
a necessity rather than a privilege in many areas of life, and the use of
technological tools in education is gradually increasing and spreading
in parallel with this.
Many researchers have been interested in conducting studies investigating
the effects of using computers as a tool for grammar teaching
and learning (AbuSeileek & Rabab’ah, 2007; Corbeil, 2007; Naba’h
et al., 2009; Nutta, 1999). One of the first studies was conducted
by Nutta (1999) and compared EFL learners’ acquisition of English
structures (past tense and conditionals) in computer-based instruction
and teacher-directed instruction. As a result of the findings, it
was concluded that the participants who followed the computer-based
method scored significantly higher in open-ended tests, while there
was no significant difference between the groups in multiple-choice
and fill-in-the-blank tests.
It is possible to say that the use of digital tools in a balanced and
conscious way in the process of foreign language teaching will increase
students’ motivation to learn a language, lighten the teacher’s workload,
and increase the effectiveness of educational activities.
As a result, the more the materials used in the language learning
process appeal to more senses, the effectiveness and permanence of teaching
will increase. With the digital tools used, information will not
be presented in one direction, and the learner will be actively involved
in the process.
Regardless of the content of education, it cannot be denied that
teachers have a very important role in the language teaching process.
Technological tools can be considered as one of the most important
assistants of teachers in the teaching-learning process. Although there
are opinions that digital tools will gradually replace teachers, it would
be more accurate to consider these tools as good assistants of teachers.
Because each student in the class has weak and superior characteristics,
learning style, in short, differences. Technological tools may not be
able to evaluate these differences and offer a suitable solution. At this
point, instructors can find different solutions to problems according
to the unique situations of students.
Keywords: Digital Tools, Foreign Language Teaching, Grammar
Teaching.

Digital Turkish Teaching as a Foreign Language, 2023

Teaching Digital Turkish as A Foreign Language (Book Description) With the onset of integration ... more Teaching Digital Turkish as A Foreign Language
(Book Description)
With the onset of integration of the web technologies into our lives, a global transformation process has been triggered and traditional approaches have tended to evolve into digital organisms as a past aspect of the millennium line. The one-way information transfer process, which was activated with the Web 1.0 era, took root on the basis of content sharing and 'collaboration' with the Web 2.0, and was characterized in a 'smart' and 'individualized' form with the Web 3.0, and eventually ended up searching for an artificial intelligence-oriented direction. The developments in machine learning, deep learning and natural language processing algorithms, on the other hand, were crowned with the Web 4.0 technology, and the artificial intelligence-based virtual reality atmospheres became the center of attention as the new phenomenon of digital. As far as the relevant perspective is concerned, it is possible to say that today's modernization standards are shaped within the framework of technology. While the parameters of the 'new generation world' are built on the digital plane, the 'new generation of people' generations develop specifically in the skills of this plane.
With the post-Covid 19 period, the acceleration in which information was digitally structured gained speed and the technology-based pedagogical paradigms began to be emphasized. It is possible to say that some radical changes transpired in the perception of traditional classroom atmospheres with the reflection of these paradigms on the learning environments. While digital education applications have rapidly been developing in the direction of becoming the dominant element of pedagogy, beyond being an alternative to the face-to-face education method, the interaction process between teacher and students demonstrates a transformation in patterning through the lens of online-centered instructional designs.
The field of language education has also been impacted by the relevant integration and it transpires that the new generation language skills have been evolving around the digital competencies. Therefore, the phenomenon of teaching Turkish as a foreign language is conceptualized within the framework of digital Turkish teaching as a foreign language; in other words, it tends to be described with the illustrative language descriptors focused on the technology-based skills. The relevant importance paved the way for the formation of this study, and the book titled Teaching Digital Turkish as a Foreign Language emerged with the motivation to meet a need brought by the technological adaptation. Based on this particular context, the purpose of the study is to raise digital awareness about foreign language teaching to be implemented with the web tools in viartual environments.
The book ‘Teaching Digital Turkish as a Foreign Language’ consists of 22 chapters built on the basis of six subheadings: 'Theoretical Framework for Digital Learning and Foreign Language Teaching', 'Web-Based Application Tools for Digital Skills Areas, 'Web-Based Application Tools for Configuring a Digital Learning Environment', 'Web-Based Application Tools for Digital Teaching Materials' 'Web-Based Application Tools for Digital Testing and Assessment Activities' and 'Innovative Applications for Digital Teaching Approaches'.
The Theoretical Framework on Digital Learning and Foreign Language Competencies (Chapters 1-8) is the introductory text of the book and is composed of eight chapters consisting of theoretical contents regarding digitalization in education and digital language teaching.
The digital application tools introduced within the scope of the study were based on the concrete application examples and activities in accordance with the theme of each section content. Therefore, it was specifically emphasized to highlight the various features of the same digital tools introduced within the framework of the study, for their different functions in different chapter texts, through rich examples. The basic principle here was to offer a broad perspective on the use of digital technology tools in foreign language teaching to the researchers, instructors and instructor candidates who would benefit from the study. In an attempt to present the section contents in the study within a certain composition and consistency, it was aimed to generate unity between the sections by creating hyperlinks through footnotes regarding the different functions and detailed explanations of the same digital tools in different sections.
The content of each chapter in the book Teaching Digital Turkish as a Foreign Language was generated with the principle of being designed to contribute to the relevant literature by consulting the views of the field experts. It was basically aimed to introduce the theoretical and notional frameworks given in the chapter contents on a basis based on scientific infrastructure supported by the different studies in the relevant literature. The activity examples generated during the presentation of digital tools were taken as a criterion to be compatible with the CEFR and to be at a level that instructors and instructor candidates could easily apply in their educational environments by creating realistic learning atmospheres through the authentic contexts.

Conference Presentations by Dr. Safa Eroğlu

IX. ULUSLARARASI DÜNYA DİLİ TÜRKÇE SEMPOZYUMU, 2017

Son yıllarda Türkçenin yabancı dil olarak öğretimi alanına olan ilgi artmış ve bu alanda yapılan ... more Son yıllarda Türkçenin yabancı dil olarak öğretimi alanına olan ilgi artmış ve bu alanda yapılan bilimsel çalışmaların, kongrelerin ve sempozyumların sayısında da geçmiş yıllara göre bir artış söz konusu olmuştur. Bu alanda yapılan çalışmalar bazen herhangi bir kongrede birkaç oturumda yer alırken son yıllarda sadece yabancı dil olarak Türkçe öğretimi alanında yapılan çalışmaları barındıran kongre ve sempozyumları da görmekteyiz. Bu çalışmanın amacı da Türkçenin yabancı dil olarak öğretimi alanında yapılan kongrelerde yer alan çalışmaların araştırma eğilimlerini belirlemektir. Bu amaç doğrultusunda yabancılara Türkçe öğretimi alanında, kongrelerde sunulmuş bildiriler doküman incelemesi yöntemi kullanılarak incelenmiştir. Bu incelemede bildiriler; yayın yılı, yazar sayısı, konu, araştırma yöntemi, örneklem, veri toplama aracı, verilerin analizi başlıkları altında ele alınmıştır. Bu bildirileri, 2015-2016 ve 2017 yıllarında düzenlenmiş olan “Uluslararası Yabancı Dil Olarak Türkçe Öğretimi Kongresi” nde sunulmuş olan çalışmalar oluşturmaktadır. Bu çalışmadan elde edilen sonuçlarla, yabancılara Türkçe öğretimi alanında çalışma yapan araştırmacılara yol gösterileceğine ve çalışma alanlarının yoğunluğunun belirlenmesiyle farklı alanlarda yapılacak çalışmalara farkındalık uyandırılacağına inanılmaktadır.

III. International Congress of Teaching Turkish as a Foreign Language, 2017

Bu çalıĢmanın amacı Sakarya Üniversitesi (SAÜ) Türkçe Öğretim Merkezinde (TÖMER) yabancı dil olar... more Bu çalıĢmanın amacı Sakarya Üniversitesi (SAÜ) Türkçe Öğretim Merkezinde (TÖMER) yabancı dil olarak Türkçe öğrenen öğrencilerin biliĢim teknolojilerini kullanma alıĢkanlıklarının incelenmesidir. Bu nedenle çalıĢmanın yöntemi tarama çalıĢması olarak belirlenmiĢtir. ÇalıĢmanın örneklemini SAÜ TÖMER de öğrenim gören 176 öğrenci oluĢturmaktadır. Katılımcıların biliĢim teknolojileri kullanım ortalamaları bilgi edinme alt boyutunda %69.05, araĢtırma inceleme alt boyutunda %74.50, iletiĢim alt boyutunda %74.50, oyun-eğlence alt boyutunda %63.25, kendini ifade etme alt boyutunda %58.87 olarak bulunmuĢtur. Kendini ifade etme alt boyutu açısından erkeklerin lehine anlamlı farklılık olduğu tespit edilmiĢtir. Ayrıca verilerin katılımcıların yaĢ, bilgisayar ve internet kullanma deneyimleri açısından anlamlı farklılık göstermediği görülmüĢtür. Çalşma bulguları literatüre dayalı olarak tartıĢılmıĢtır.

VIII. INTERNETIONAL GRADUATE EDUCATION SYMPOSIUM, 2017

The aim of this study is to investigate master degree and doctoral dissertations prepared in Saka... more The aim of this study is to investigate master degree and doctoral dissertations prepared in Sakarya University
(SAU) Institute of Educational Sciences between 2011 and 2016 in terms of various variables. The study was
designed with the qualitative research method and the case study model was used. The study group was the
dissertations written in Sakarya University (SAU) Institute of Educational Sciences between 2011 and 2016.
There was no sampling method because reaching all of the dissertations in the population was targeted. The
dissertations written in Sakarya University (SAU) Institute of Educational Sciences between 2011 and 2016 were
reached from open dissertation archive. As data collection method, document review method was used. In data
analysis, descriptive analysis method was used, and data was categorized in terms of variables such as
postgraduate education levels, years, departments, advisors, methods, data collection tools, project supports
and topic. Then, the data was coded and the frequencies of these codes were determined. In the study, it was
found that the majority of postgraduate dissertations prepared in Sakarya University (SAU) Institute of
Educational Sciences is master degree dissertation, such dissertations are Departments of Physical Education
and Sports Teaching and Psychological Services in Education, the research methods in the majority of the
dissertations were not explained, the study groups of the dissertations consist of elementary school students.
Keywords: Institute of educational sciences, thesis, document review.

THE INTERNATIONAL CONFERENCE ON STUDIES IN EDUCATION I (ICOSEDU’2016 –BARCELONA) PROCEEDINGS BOOK, 2016

This study aims investigate views of the players; “natural members of World of Warcraft (WoW) gam... more This study aims investigate views of the players; “natural members of World of Warcraft (WoW) game”
towards possibility of using these game environment in foreign language learning. Data was collected via
semi-structured interview with 14 participants who playing WoW on original servers. Two of the
participants were female and age range was 17-28. Data analyzed with content analysis method. According
to the findings more than half of the participants reported that WoW could be used for educational purposes,
most of them support the idea that WoW could be use foreign language learning. Also most of the participants reported that they felt themselves to must join in-game and out-of-game communities in their
own and foreign language. 4 of the participants prefer “speaking over internet tools” while playing in
contrast with “just typing in chat boxes” when they need to interact in foreign language. Half of the
participants reported that after started playing WoW contributed their English as foreign language
moderately. Results show that players of WoW find it possible that foreign language learning can be
practiced through MMORPG games like WoW because of their in-game-typing and voice-over-ip tools as a
platform or groups aim at solving game-related problems. It is suggested that new methods can be apply
and try for foreign language practicing in WoW and similar games.
Keywords: Foreign language learning, massive multiplayer online role playing games, World of warcraft,
serious games, learning

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THE INTERNATIONAL CONFERENCE ON STUDIES IN EDUCATION I (ICOSEDU’2016 –BARCELONA) PROCEEDINGS BOOK, 2016