Papers by Dr. Gökhan Haldun DEMİRDÖVEN
An Examination of Turkish Proficiency Exams in Terms of CEFR (2020) Illustrative Descriptors, 2025
Abstract
This study aims to investigate the Turkish proficiency exams (TPEs) ad-ministered in Tur... more Abstract
This study aims to investigate the Turkish proficiency exams (TPEs) ad-ministered in Turkey from the perspective the language proficiency presented within the Common Framework for Foreign Languages Teaching (CEFR). Within this perspective, the TPEs (2020) conducted by some Turkish and Fore-ign Languages Application and Research Centers (TÖMERs), namely İstanbul University DİLMER, Gazi University TÖMER, Hacettepe University TÖMER, Dokuz Eylül University DEDAM and Sakarya University TÖMER were cho-sen as the sample and were examined regarding the illustrative descriptors emphasized in the CEFR. The qualitative research method was utilized due to its scope and content. In this respect, the cross-sectional screening model was utilized in the study in agreement with the nature of qualitative research. It was attempted to present a situational description of the contextual correlati-ons of Turkish Proficiency Exams (2020) applied nationally in the country with the European Common Recommendations Framework (2020). In the re-lated context, the test items first presented within the range of the TPEs in question were examined through content analysis in terms of the language proficiency they aimed to measure within the CEFR framework,, and they were divided into various categories in terms of illustrative descriptor scales, illustrative descriptors and common recommendation levels. As far the results are concerned, it was concluded that the test items utilized within the scope of the mentioned measurement tools exhibited an agglomeration towards certain illustrative descriptors presented in relation to certain illustrative descriptor scales related to the CEFR, and this situation negatively affected the content validity of the relevant TPEs. Based on the relevant context, increasing the number of illustrative descriptor scales and the diversity of illustrative desc-riptors that show alignment within the scope of testing instruments may be considered as a proposed solution.
Keywords: CEFR based testing and assessment, illustrative descriptor, il-lustrative descriptor scale, teaching Turkish as a foreign language, Turkish proficiency test.
This study aims to investigate the Turkish proficiency exams (TPEs) ad-ministered in Turkey from the perspective the language proficiency presented within the Common Framework for Foreign Languages Teaching (CEFR). Within this perspective, the TPEs (2020) conducted by some Turkish and Fore-ign Languages Application and Research Centers (TÖMERs), namely İstanbul University DİLMER, Gazi University TÖMER, Hacettepe University TÖMER, Dokuz Eylül University DEDAM and Sakarya University TÖMER were cho-sen as the sample and were examined regarding the illustrative descriptors emphasized in the CEFR. The qualitative research method was utilized due to its scope and content. In this respect, the cross-sectional screening model was utilized in the study in agreement with the nature of qualitative research. It was attempted to present a situational description of the contextual correlati-ons of Turkish Proficiency Exams (2020) applied nationally in the country with the European Common Recommendations Framework (2020). In the re-lated context, the test items first presented within the range of the TPEs in question were examined through content analysis in terms of the language proficiency they aimed to measure within the CEFR framework,, and they were divided into various categories in terms of illustrative descriptor scales, illustrative descriptors and common recommendation levels. As far the results are concerned, it was concluded that the test items utilized within the scope of the mentioned measurement tools exhibited an agglomeration towards certain illustrative descriptors presented in relation to certain illustrative descriptor scales related to the CEFR, and this situation negatively affected the content validity of the relevant TPEs. Based on the relevant context, increasing the number of illustrative descriptor scales and the diversity of illustrative desc-riptors that show alignment within the scope of testing instruments may be considered as a proposed solution.
Keywords: CEFR based testing and assessment, illustrative descriptor, il-lustrative descriptor scale, teaching Turkish as a foreign language, Turkish proficiency test.
Copyright © Bu kitabın Türkiye'deki her türlü yayın hakkı Eğitim Yayınevi'ne aittir. Bütün haklar... more Copyright © Bu kitabın Türkiye'deki her türlü yayın hakkı Eğitim Yayınevi'ne aittir. Bütün hakları saklıdır. Kitabın tamamı veya bir kısmı 5846 sayılı yasanın hükümlerine göre kitabı yayımlayan firmanın ve yazarlarının önceden izni olmadan elektronik/mekanik yolla, fotokopi yoluyla ya da herhangi bir kayıt sistemi ile çoğaltılamaz, yayımlanamaz.
Frontiers in Education, 2025
The Common European Framework of Reference for Languages (CEFR) can be defined as an action-orien... more The Common European Framework of Reference for Languages (CEFR) can be defined as an action-oriented framework that systematically employs “can do” descriptors to structure the processes of foreign language teaching and learning. After a comprehensive literature review, it was evident that there was no descriptive content analysis study on the CEFR (2020) in terms of immersive learning technologies. Based on the existing shortcomings, the focus of this study was to identify the updates in the CEFR and the key elements that formed the connection points of immersive learning. This study, due to its scope and content, was conducted within the framework of qualitative research methodologies, employing document analysis and descriptive content analysis. Based on the research results, it is possible to assert that the situational teaching method based on the digital/human digital twins; cognitive immersive language learning (CILL) approach rooted cognitive immersive rooms; interactive conversational agents capable of code switching; adaptive gamification approaches combining gamification techniques and educational dataminingmethods, accent-robuts automated speech recognition
systems grounded in the sociolinguistic approach, and online socialization
metaverse networks woven with social virtual reality (SVR) and collaborative
virtual environment (CVE) concepts built upon the phenomenon of heterotopia
stood out as the “paradigm identifiers” for the next-gen of foreign language
teaching forms. As far as the research implications are concerned, the results
armed the components and pedagogical approaches that would form the
backbone for the integration of immersive technologies into CEFR-based
language learning. Theoretically speaking, the CEFR-based immersive learning method was proposed for future studies in the age of AI-driven technologies.
systems grounded in the sociolinguistic approach, and online socialization
metaverse networks woven with social virtual reality (SVR) and collaborative
virtual environment (CVE) concepts built upon the phenomenon of heterotopia
stood out as the “paradigm identifiers” for the next-gen of foreign language
teaching forms. As far as the research implications are concerned, the results
armed the components and pedagogical approaches that would form the
backbone for the integration of immersive technologies into CEFR-based
language learning. Theoretically speaking, the CEFR-based immersive learning method was proposed for future studies in the age of AI-driven technologies.
Bu çalışma Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (CC BY-NC 4.0) lisansı altında onli... more Bu çalışma Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (CC BY-NC 4.0) lisansı altında online olarak yayındadır. https://creativecommons.org/licenses/by-nc/4.0/ Kitap atıf vermek kaydıyla ticari amaç haricinde kopyalanabilir, düzenleenbilir, dağıtılabilir ve yeniden kullanılabilir Bu kitap içerisindeki çalışmalar, yüksek akademik standartları sağlamak adına hakem değerlendirmesinden geçmiştir. İnceleme politikalarının tamamı için bakınız: https://sauyayinlari.sakarya. edu.tr/sayfa/hakem-rehberi-61. Çıkar çatışması: Yazarların beyan edecekleri herhangi bir çıkar çatışması bulunmamaktadır.
Mukhtar Auezov’s Role in Presenting Abai’s Poetic Heritage in the Cultural Space
A. Âsaui atyndaġy Halyķaralyķ ķazaķ-tùrìk universitetìnìṇ habaršysy, Nov 30, 2023
The article will focus on the life and fiction of Mukhtar Auezov, as well as on the course of wri... more The article will focus on the life and fiction of Mukhtar Auezov, as well as on the course of writing and translating into Russian the epic of the novel "The Way of Abai", reflection in the literary, cultural, artistic criticism of the state of Russia, which is our neighboring state, about the media space of the world. Russian publication of the novel "The Way of Abai", written by the great man M. Auezov, is hotly discussed in Russian literature. A theoretical analysis of the views of Russian literary critics on the professional requirements of literary criticism was also carried out. To date, this topic is one of the most relevant, which has been little studied. In recent years, especially during the period of independence, Russian literary studies have been considering various scientific studies and historical cognitive works, new materials based on other archival documents, new approaches to texts, opportunities for new examinations. Numerous research papers and scientific books, historical documents, etc. have been published about Mukhtar Auezov's "The Way of Abai". Currently, up-to-date information in social networks, electronic channels, M. Auezov was considered in comparison with scientific conclusions, historical data related to the established Abai studies. Mukhtar Auezov is a classic of Kazakh literature in his research work. The evaluation of the poet's artistic image in the novel "The Way of Abai", given in Russian literature, was analyzed in a comparative form from today's point of view.
Bulletin of Yassawi University, 2023
The article will focus on the life and fiction of Mukhtar Auezov, as well as on the course of wri... more The article will focus on the life and fiction of Mukhtar Auezov, as well as on the course of writing and translating into Russian the epic of the novel "The Way of Abai", reflection in the literary, cultural, artistic criticism of the state of Russia, which is our neighboring state, about the media space of the world. Russian publication of the novel "The Way of Abai", written by the great man M. Auezov, is hotly discussed in Russian literature. A theoretical analysis of the views of Russian literary critics on the professional requirements of literary criticism was also carried out. To date, this topic is one of the most relevant, which has been little studied. In recent years, especially during the period of independence, Russian literary studies have been considering various scientific studies and historical cognitive works, new materials based on other archival documents, new approaches to texts, opportunities for new examinations. Numerous research papers and scientific books, historical documents, etc. have been published about Mukhtar Auezov's "The Way of Abai". Currently, up-to-date information in social networks, electronic channels, M. Auezov was considered in comparison with scientific conclusions, historical data related to the established Abai studies. Mukhtar Auezov is a classic of Kazakh literature in his research work. The evaluation of the poet's artistic image in the novel "The Way of Abai", given in Russian literature, was analyzed in a comparative form from today's point of view.
Yabancı Dil Olarak Dijital Türkçe Öğretimi/Digital Turkish Teaching as a Foreign Language, 2023
Extended Abstract
As scientific developments evolve into technology, the innovations in technolog... more Extended Abstract
As scientific developments evolve into technology, the innovations in technology also impact science. With the advancements occurring in technology, the fields in which information science is used have augmented and the studies based on human-computer interaction have become all the more important. As the 3D environments spread, the studies centering on human-machine interaction in virtual environments have begun to increase as well (Çangır and Gürçay, 2019). With the reflection of these studies on educational sciences, it is possible to say that new generation digital reality atmospheres undertake the function of surrounding learning environments. As far as the generally accepted student-centered education approach of modern pedagogy are concerned (Duman, 2012), effective learning evidently occurs within the framework of a productive interaction process. Covid 19 has enabled the interaction between teacher and student to be handled independently of space and has introduced the teaching designs based on digital atmospheres into our lives (Okur and Demiröven, 2022).
While 'Digitalization' replaces the traditional method, innovative approaches are commonly emphasized. With the impact of these approaches over the learning environments, digital reality-based immersive learning atmospheres attract attention and become the center of attention as the new trend setter. Digital reality technologies indeed build system structures where the individual can experience the feeling of being surrounded by 3D environments and interacting within these atmospheres.
Within the framework of reality in this day and age, it is possible to classify the digital reality technologies under three subheadings regarding virtual reality (VR), augmented reality (AR) and mixed reality (MR). While virtual reality contexts characterize the digital environments that are realistically presented to the user in a 3D simulation created with special software (Rouse, 2018; Freina and Ott, 2015), it is possible to associate augmented and mixed reality contexts with virtual atmospheres built on real-world contexts through multimedia materials (Sommerauer and Müller, 2014; Dunleavy, Dede and Mitchell, 2009).
Nevertheless, if we analyze the basic difference between the concepts of AR and MR, it is clear to see that the phenomenon of 'interacting with virtual objects' emerges. While AR offers the opportunity to experience an experience in which virtual objects are positioned in real-world contexts, in MR, beyond this experience, there is the ability to move interactively between the virtual world and real spaces. In addition to related reality types, extended reality (XR) technology has recently become significant as well. XR synthesizes the qualities of existing types of digital reality by blending them in the same pot. In this sense, it is possible to say that as an umbrella term, it deals with the digital reality contexts as a unit element by combining them within itself. To put it another way, XR technology is shaped around the combination of VR, AR and MR types and is considered within the scope of a subset of related technologies. In this respect, it is possible to say that XR, as the most up-to-date version of existing reality technologies, is the pioneer of virtual atmosphere contexts that will be configured in the future.
XR is a new generation of digital reality technology that enables human and machine interaction in 3D atmospheres. By integrating the advances made in artificial intelligence algorithms such as natural language processing and deep learning etc. into extended reality atmospheres, chatbots technology has become the focus of education and new generation immersive learning atmospheres have commenced to penetrate into the field of foreign language teaching.
These robots, in addition to being able to interact in written and verbal fashion, can also provide individual learning coaching services such as closely monitoring student performances simultaneously and providing instant feedback, identifying prominent or missing competencies, structuring the individualized daily lesson plans, and creating motivating feedback. Therefore, it is evident that in the XR atmospheres, the infrastructure to realize a fantastic form of communication that can generate dialogues based on user-machine interaction through artificial intelligence programs are emphasized. Consequently, it is possible to say that artificial intelligence-based extended reality technology creates phenomena that can change the way architectural elements in social life are generated. Therefore, it is clear that "worlds within worlds" are shaped by the congregation of unique elements that generate new layers, relationships and meanings (Korkut, 2023). These 'worlds' create spatial pattern structures for various activities that can be participated in through embodiment, and immersive learning atmospheres engender the pedagogical examples of the relevant pattern structures.
It is possible to define immersive learning as a new generation education method in which authentic world scenarios are built on artificial intelligence-based digital reality systems. Learning atmospheres constructed within the framework of the method offer virtual educational contexts based on simulations where individuals can gain experiences regarding the teaching content. These contexts envelop the individual and create authentic scope content integrated with the environments and situations that may be encountered in daily life.
As far as the relevant framework is concerned, the present study drew a general framework for the immersive learning method in terms of digital reality systems and artificial intelligence components and aimed to present an innovative perspective on the discipline of foreign language teaching by introducing application examples within the scope of language education-based immersive learning technologies.
As the results of this study reveal, it is possible to say that immersive learning atmospheres designed on artificial intelligence-based extended reality systems offered a new perspective on the field of foreign language education. Therefore, it is clear that the ImmerseMe, Mondly VR-AR and House of Language applications commenced to draw attention.
Among all these applications, it is possible to say that the ImmerseMe stood out with its content structure compatible with CEFR and ACFTL. The fact that the platform, which dealt with foreign language teaching activities with a scientific approach, did not yet have a Turkish language service infrastructure, stood out as a significant weakness within the scope of the service network that needed to be developed.
Keywords: Digital Foreign Language Teaching Approaches, Immersive Learning, Artificial Intelligence-Based Digital Learning Environments.
As scientific developments evolve into technology, the innovations in technology also impact science. With the advancements occurring in technology, the fields in which information science is used have augmented and the studies based on human-computer interaction have become all the more important. As the 3D environments spread, the studies centering on human-machine interaction in virtual environments have begun to increase as well (Çangır and Gürçay, 2019). With the reflection of these studies on educational sciences, it is possible to say that new generation digital reality atmospheres undertake the function of surrounding learning environments. As far as the generally accepted student-centered education approach of modern pedagogy are concerned (Duman, 2012), effective learning evidently occurs within the framework of a productive interaction process. Covid 19 has enabled the interaction between teacher and student to be handled independently of space and has introduced the teaching designs based on digital atmospheres into our lives (Okur and Demiröven, 2022).
While 'Digitalization' replaces the traditional method, innovative approaches are commonly emphasized. With the impact of these approaches over the learning environments, digital reality-based immersive learning atmospheres attract attention and become the center of attention as the new trend setter. Digital reality technologies indeed build system structures where the individual can experience the feeling of being surrounded by 3D environments and interacting within these atmospheres.
Within the framework of reality in this day and age, it is possible to classify the digital reality technologies under three subheadings regarding virtual reality (VR), augmented reality (AR) and mixed reality (MR). While virtual reality contexts characterize the digital environments that are realistically presented to the user in a 3D simulation created with special software (Rouse, 2018; Freina and Ott, 2015), it is possible to associate augmented and mixed reality contexts with virtual atmospheres built on real-world contexts through multimedia materials (Sommerauer and Müller, 2014; Dunleavy, Dede and Mitchell, 2009).
Nevertheless, if we analyze the basic difference between the concepts of AR and MR, it is clear to see that the phenomenon of 'interacting with virtual objects' emerges. While AR offers the opportunity to experience an experience in which virtual objects are positioned in real-world contexts, in MR, beyond this experience, there is the ability to move interactively between the virtual world and real spaces. In addition to related reality types, extended reality (XR) technology has recently become significant as well. XR synthesizes the qualities of existing types of digital reality by blending them in the same pot. In this sense, it is possible to say that as an umbrella term, it deals with the digital reality contexts as a unit element by combining them within itself. To put it another way, XR technology is shaped around the combination of VR, AR and MR types and is considered within the scope of a subset of related technologies. In this respect, it is possible to say that XR, as the most up-to-date version of existing reality technologies, is the pioneer of virtual atmosphere contexts that will be configured in the future.
XR is a new generation of digital reality technology that enables human and machine interaction in 3D atmospheres. By integrating the advances made in artificial intelligence algorithms such as natural language processing and deep learning etc. into extended reality atmospheres, chatbots technology has become the focus of education and new generation immersive learning atmospheres have commenced to penetrate into the field of foreign language teaching.
These robots, in addition to being able to interact in written and verbal fashion, can also provide individual learning coaching services such as closely monitoring student performances simultaneously and providing instant feedback, identifying prominent or missing competencies, structuring the individualized daily lesson plans, and creating motivating feedback. Therefore, it is evident that in the XR atmospheres, the infrastructure to realize a fantastic form of communication that can generate dialogues based on user-machine interaction through artificial intelligence programs are emphasized. Consequently, it is possible to say that artificial intelligence-based extended reality technology creates phenomena that can change the way architectural elements in social life are generated. Therefore, it is clear that "worlds within worlds" are shaped by the congregation of unique elements that generate new layers, relationships and meanings (Korkut, 2023). These 'worlds' create spatial pattern structures for various activities that can be participated in through embodiment, and immersive learning atmospheres engender the pedagogical examples of the relevant pattern structures.
It is possible to define immersive learning as a new generation education method in which authentic world scenarios are built on artificial intelligence-based digital reality systems. Learning atmospheres constructed within the framework of the method offer virtual educational contexts based on simulations where individuals can gain experiences regarding the teaching content. These contexts envelop the individual and create authentic scope content integrated with the environments and situations that may be encountered in daily life.
As far as the relevant framework is concerned, the present study drew a general framework for the immersive learning method in terms of digital reality systems and artificial intelligence components and aimed to present an innovative perspective on the discipline of foreign language teaching by introducing application examples within the scope of language education-based immersive learning technologies.
As the results of this study reveal, it is possible to say that immersive learning atmospheres designed on artificial intelligence-based extended reality systems offered a new perspective on the field of foreign language education. Therefore, it is clear that the ImmerseMe, Mondly VR-AR and House of Language applications commenced to draw attention.
Among all these applications, it is possible to say that the ImmerseMe stood out with its content structure compatible with CEFR and ACFTL. The fact that the platform, which dealt with foreign language teaching activities with a scientific approach, did not yet have a Turkish language service infrastructure, stood out as a significant weakness within the scope of the service network that needed to be developed.
Keywords: Digital Foreign Language Teaching Approaches, Immersive Learning, Artificial Intelligence-Based Digital Learning Environments.
Yabancı Dil Olarak Dijital Türkçe Öğretimi/Digital Turkish Teaching as a Foreign Language, 2023
Extended Abstract
The interaction of the information age with technology has been blended with th... more Extended Abstract
The interaction of the information age with technology has been blended with the innovative learning approaches. Innovative learning approaches, on the other hand, have necessitated their own testing-assessment elements and the digital format structures that have replaced paper and pencil have emerged.
These deepening elements, from the PDF files to video recordings, from audio texts to artificial intelligence coaches, have enabled the assessment and evaluation activities to be handled from a broad perspective. As far as the relevant framework is concerned, authentic student performances have become the focal point and process-oriented/formative testing-assessment practices have gained importance. In fact, when the studies dealing with foreign language education in terms of digitalization (Perifanou, 2021; CAE, 2018; Redecker, 2017; Equals, 2016) are reviewed, it is noticeable that the phenomenon of 'learning evaluation' ‘s emphasized.
Formative assessments adopt a process-oriented analysis method with the function of identifying the learning needs. The structuring basis of analyzes is built on simultaneous feedback. Therefore, formative evaluations can be associated with the social constructivist approaches. In other words, it is possible to explain it with the metaphor of scaffolding. This metaphor, which refers to the problem-solving skills (Vygotsky, 1978) developed by the individual through a parent, teacher, adult or a more mature peer also constitutes the dynamo of process evaluation mechanisms. In fact, this metaphor has shaped the basic philosophy of CEFR and enabled the foreign language skills to be considered as social phenomena, developed under the guidance of someone more competent than oneself, in which action-oriented tasks divided into small pieces are performed (in which problem situations are solved). In fact, it is based on this approach to consider the language learners as social agents who perform authentic tasks within a certain field of action in certain environments under certain conditions (Demiröven, 2022).
The pioneering innovation in integrating the Web 2.0 technology into testing-assessment processes is that it provides an infrastructure for simultaneous interaction between the users. By means of this particular feature, it captured the imagination and guided the 'socialization' of the generation Z with a magical power of influence. This axis change highlighted the 'common sense' learning styles with gamification elements, and interaction-based methods such as collaborative learning, peer teaching, etc. turned them into direction-determining center of new generation testing processes.
This state of transformation has been rooted in the concepts of 'content sharing' and 'collaboration', and blogs, social networking sites and wiki pages etc. have gained a concrete appearance in terms of applications. The online environments have gained functionality as innovative learning atmospheres as the modern dynamics of the social constructivist approach, and therefore, geographical boundaries have disappeared and testing-assessment applications have begun to collect the digital seeds of their current form with revolutionary transformations.
As far as the time period we have passed through since the millennium is concerned, it is clear that a different technological element shapes our lives approximately every 10 years. The phenomenon of digitalization has rapidly been spreading everywhere and transforming every area it penetrates into with a dominant effect. The process, which developed with the Web applications in the first decade, changed course with the mobile-based applications since the 2010s. As far as the existing parameters in this day and age are concerned, it is obvious that the web-based artificial intelligence software are noticeable and is in great demand with its potential to shape the near future.
In this sense, the artificial intelligence-based automatic evaluation applications stand out as the most current innovation in testing-assessment applications. It is possible to characterize these applications as the direction-finding technological phenomena of the current era. It is possible to pinpoint the new generation Chat GPT technology as the most concrete evidence of this phenomena. This technology, which affects our lives with its revolutionary paradigm power, affects the written production skills today and develops with the infrastructure of being able to integrate with the other language skills at any time.
The artificial intelligence applications refer to the system mechanisms designed to exhibit human-specific behaviors or perform actions that necessitate intelligence (Nilsson, 1998; Gardner, 1987; Minsky, 1969). This system is based on the ability of a machine or device to fulfill higher mental functions such as problem solving, analytical thinking, establishing cause/purpose-effect and part-whole relationships, or evaluation/inference. The advances that have occurred in machine-deep learning, artificial neural networks and natural language processing algorithms offer digital alternative suggestions regarding the scope of making inferences/interpretations about linguistic performances. Regarding the technological infrastructure of this day and age, various platforms and applications can deliver services accompanied by artificial intelligence within the scope of these alternatives. Moreover, the chat robots, which have captured great imagination recently, have the feature of being programmed in an individual learning coaching format by providing motivating feedback as well as testing and assessment processes.
The relevant developments impact our lives with a potential to change the course of existing paradigms regarding the learning processes and shape the future map of pedagogy by establishing the course of the new generation educational sciences. As far as the Statistica data is concerned, while the revenue obtained from the global artificial intelligence market in 2022 was 433 million US dollars, it is predicted that this amount will exceed 500 trillion US dollars by the end of 2023.
The Forecast Global 2023 analyzes also support this prediction and emphasize that the artificial intelligence market for the education sector will reach 3.68 billion USD by 2024. Based on the data in question, it is possible to say that we are going through a process where digital testing and assessment activities are being rebuilt around the web-based artificial intelligence systems.
In the first part of the study, based on the relevant framework, the CEFR-focused foreign language education testing and assessment activities that could be configured with Edpuzzle, Quizizz, Quizlet, Factile, Poll Everywhere, Socrative, Plickers, Nearpod and Kahoot Web 2.0 tools were incorporated. In the rest of the study, information regarding 'Chivox', 'Elsa', 'IntelliMetric', 'E-rater', 'InstaText', 'Emmersion' and 'VOA Learning English' artificial intelligence-based automatic evaluation systems was provided and subsequently, an activity example consisting of six steps regarding the use of ChatGPT in writing skill process evaluation applications was presented which ultimately aimed to raise awareness about the new generation testing and assessment alternatives.
As far as the results of this study are concerned, it is possible to say that the artificial intelligence systems are mainly used within the scope of testing and assessment activities related to speaking and writing training. It is clear that while a process-evaluation-oriented system approach prevails within the speaking skill, a result-oriented evaluation approach is emphasized within the scope of the writing skill. In addition to all these applications, there are also a few artificial intelligence systems in which four basic language skills or only reception skills are evaluated in a result-oriented manner. Regarding the relevant context, it is evident that the new generation testing-assessment mechanisms are still going through a process of being shaped and have not attained a certain methodological basis as of today.
When the testing-assessment applications introduced within the scope of the research are examined, it is concluded that there are various tools that can be used for teaching digital Turkish as a foreign language within the framework of Web 2.0-based testing and assessment tools, but there are significant deficiencies in artificial intelligence-based automatic evaluation applications and serious steps need to be taken in this regard. Among these shortcomings, it is noteworthy that there is no CEFR-centered artificial intelligence evaluation system covering basic language skills. In addition, the number of artificial intelligence applications for skill-oriented Turkish proficiency assessment is almost non-existent.
Keywords: Artificial Intelligence-Based Testing and Assessment, CEFR-Based Testing and Assessment, Web-Bsed Testing and Assessment.
The interaction of the information age with technology has been blended with the innovative learning approaches. Innovative learning approaches, on the other hand, have necessitated their own testing-assessment elements and the digital format structures that have replaced paper and pencil have emerged.
These deepening elements, from the PDF files to video recordings, from audio texts to artificial intelligence coaches, have enabled the assessment and evaluation activities to be handled from a broad perspective. As far as the relevant framework is concerned, authentic student performances have become the focal point and process-oriented/formative testing-assessment practices have gained importance. In fact, when the studies dealing with foreign language education in terms of digitalization (Perifanou, 2021; CAE, 2018; Redecker, 2017; Equals, 2016) are reviewed, it is noticeable that the phenomenon of 'learning evaluation' ‘s emphasized.
Formative assessments adopt a process-oriented analysis method with the function of identifying the learning needs. The structuring basis of analyzes is built on simultaneous feedback. Therefore, formative evaluations can be associated with the social constructivist approaches. In other words, it is possible to explain it with the metaphor of scaffolding. This metaphor, which refers to the problem-solving skills (Vygotsky, 1978) developed by the individual through a parent, teacher, adult or a more mature peer also constitutes the dynamo of process evaluation mechanisms. In fact, this metaphor has shaped the basic philosophy of CEFR and enabled the foreign language skills to be considered as social phenomena, developed under the guidance of someone more competent than oneself, in which action-oriented tasks divided into small pieces are performed (in which problem situations are solved). In fact, it is based on this approach to consider the language learners as social agents who perform authentic tasks within a certain field of action in certain environments under certain conditions (Demiröven, 2022).
The pioneering innovation in integrating the Web 2.0 technology into testing-assessment processes is that it provides an infrastructure for simultaneous interaction between the users. By means of this particular feature, it captured the imagination and guided the 'socialization' of the generation Z with a magical power of influence. This axis change highlighted the 'common sense' learning styles with gamification elements, and interaction-based methods such as collaborative learning, peer teaching, etc. turned them into direction-determining center of new generation testing processes.
This state of transformation has been rooted in the concepts of 'content sharing' and 'collaboration', and blogs, social networking sites and wiki pages etc. have gained a concrete appearance in terms of applications. The online environments have gained functionality as innovative learning atmospheres as the modern dynamics of the social constructivist approach, and therefore, geographical boundaries have disappeared and testing-assessment applications have begun to collect the digital seeds of their current form with revolutionary transformations.
As far as the time period we have passed through since the millennium is concerned, it is clear that a different technological element shapes our lives approximately every 10 years. The phenomenon of digitalization has rapidly been spreading everywhere and transforming every area it penetrates into with a dominant effect. The process, which developed with the Web applications in the first decade, changed course with the mobile-based applications since the 2010s. As far as the existing parameters in this day and age are concerned, it is obvious that the web-based artificial intelligence software are noticeable and is in great demand with its potential to shape the near future.
In this sense, the artificial intelligence-based automatic evaluation applications stand out as the most current innovation in testing-assessment applications. It is possible to characterize these applications as the direction-finding technological phenomena of the current era. It is possible to pinpoint the new generation Chat GPT technology as the most concrete evidence of this phenomena. This technology, which affects our lives with its revolutionary paradigm power, affects the written production skills today and develops with the infrastructure of being able to integrate with the other language skills at any time.
The artificial intelligence applications refer to the system mechanisms designed to exhibit human-specific behaviors or perform actions that necessitate intelligence (Nilsson, 1998; Gardner, 1987; Minsky, 1969). This system is based on the ability of a machine or device to fulfill higher mental functions such as problem solving, analytical thinking, establishing cause/purpose-effect and part-whole relationships, or evaluation/inference. The advances that have occurred in machine-deep learning, artificial neural networks and natural language processing algorithms offer digital alternative suggestions regarding the scope of making inferences/interpretations about linguistic performances. Regarding the technological infrastructure of this day and age, various platforms and applications can deliver services accompanied by artificial intelligence within the scope of these alternatives. Moreover, the chat robots, which have captured great imagination recently, have the feature of being programmed in an individual learning coaching format by providing motivating feedback as well as testing and assessment processes.
The relevant developments impact our lives with a potential to change the course of existing paradigms regarding the learning processes and shape the future map of pedagogy by establishing the course of the new generation educational sciences. As far as the Statistica data is concerned, while the revenue obtained from the global artificial intelligence market in 2022 was 433 million US dollars, it is predicted that this amount will exceed 500 trillion US dollars by the end of 2023.
The Forecast Global 2023 analyzes also support this prediction and emphasize that the artificial intelligence market for the education sector will reach 3.68 billion USD by 2024. Based on the data in question, it is possible to say that we are going through a process where digital testing and assessment activities are being rebuilt around the web-based artificial intelligence systems.
In the first part of the study, based on the relevant framework, the CEFR-focused foreign language education testing and assessment activities that could be configured with Edpuzzle, Quizizz, Quizlet, Factile, Poll Everywhere, Socrative, Plickers, Nearpod and Kahoot Web 2.0 tools were incorporated. In the rest of the study, information regarding 'Chivox', 'Elsa', 'IntelliMetric', 'E-rater', 'InstaText', 'Emmersion' and 'VOA Learning English' artificial intelligence-based automatic evaluation systems was provided and subsequently, an activity example consisting of six steps regarding the use of ChatGPT in writing skill process evaluation applications was presented which ultimately aimed to raise awareness about the new generation testing and assessment alternatives.
As far as the results of this study are concerned, it is possible to say that the artificial intelligence systems are mainly used within the scope of testing and assessment activities related to speaking and writing training. It is clear that while a process-evaluation-oriented system approach prevails within the speaking skill, a result-oriented evaluation approach is emphasized within the scope of the writing skill. In addition to all these applications, there are also a few artificial intelligence systems in which four basic language skills or only reception skills are evaluated in a result-oriented manner. Regarding the relevant context, it is evident that the new generation testing-assessment mechanisms are still going through a process of being shaped and have not attained a certain methodological basis as of today.
When the testing-assessment applications introduced within the scope of the research are examined, it is concluded that there are various tools that can be used for teaching digital Turkish as a foreign language within the framework of Web 2.0-based testing and assessment tools, but there are significant deficiencies in artificial intelligence-based automatic evaluation applications and serious steps need to be taken in this regard. Among these shortcomings, it is noteworthy that there is no CEFR-centered artificial intelligence evaluation system covering basic language skills. In addition, the number of artificial intelligence applications for skill-oriented Turkish proficiency assessment is almost non-existent.
Keywords: Artificial Intelligence-Based Testing and Assessment, CEFR-Based Testing and Assessment, Web-Bsed Testing and Assessment.
Bu çalışma Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (CC BY-NC 4.0) lisansı altında onli... more Bu çalışma Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (CC BY-NC 4.0) lisansı altında online olarak yayındadır. https://creativecommons.org/licenses/by-nc/4.0/ Kitap atıf vermek kaydıyla ticari amaç haricinde kopyalanabilir, düzenleenbilir, dağıtılabilir ve yeniden kullanılabilir Bu kitap içerisindeki çalışmalar, yüksek akademik standartları sağlamak adına hakem değerlendirmesinden geçmiştir. İnceleme politikalarının tamamı için bakınız: https://sauyayinlari.sakarya. edu.tr/sayfa/hakem-rehberi-61. Çıkar çatışması: Yazarların beyan edecekleri herhangi bir çıkar çatışması bulunmamaktadır.
İki Dilli Türkçe Öğretmeni Adaylarının İki Dillilik Olgusuna Yönelik Görüşleri (Duisburg/Essen Üniversitesi Örneği)
Ana Dili Eğitimi Dergisi, Oct 30, 2017
Duisburg/Essen Universitesi Turkistik bolumunde yetistirilen Turkce ogretmenleri, gerek kendileri... more Duisburg/Essen Universitesi Turkistik bolumunde yetistirilen Turkce ogretmenleri, gerek kendilerinin de iki dilli olmalari gerekse Almanya'da yasayan Turk soylu insanlarin Turkce egitimleri sirasinda yasadiklari sorunlara tanik olmalari bakimindan Almanya'da bulunan Turkce konusucularina Turkce egitimi verilmesi konusunda onemli ve aktif bir rol oynamaktadirlar. Bu baglamdan yola cikarak arastirmanin konusunu ''Duisburg/Essen Universitesi’nde Ogrenim Goren Birinci Donem Turkce Ogretmeni Adaylarinin Iki Dillilik Olgusuna Yonelik Gorusleri'' olusturmaktadir. Calisma grubunu olusturan on iki ogrenci, Almanya dogumlu olup Turkce ve Almancayi es zamanli olarak edinmistir. Bir ogrenci ise Turkiye dogumlu olup Almanya’ya geldikten sonra Almancayi ogrenmistir. Arastirma kapsaminda, ogrencilere ‘Konusma Egitimi’, Okuma Egitimi’, ‘Dinleme/Izleme Egitimi’, ‘Yazma Egitimi’ ve Kisisel Gorusler’ kategorileri altinda cesitli sorular yoneltilmistir. ‘Konusma Egitimi’ basligi altinda yoneltilen sorular dogrultusunda ogrencilerin cogunlugu, genellikle Turkce kullanimlarinda kod degistirimi yaptiklarini; ani tepki dillerinin Turkce oldugunu; genellikle Turkce kullanimlarinda dil surcmesi yasadiklarini; bir sunum gerceklestirecekleri zaman Almancada kendilerini daha rahat hissettiklerini ve ruyalarinda genellikle Turkce konustuklarini ifade etmislerdir. ‘Okuma Egitimi’ basligi altinda yoneltilen sorular dogrultusunda ogrencilerin cogunlugunun akademik bir metin okurken genellikle Almancayi tercih ettikleri; Turkce akademik metin okurken daha cok sure harcadiklari; Turkce akademik metin okurken daha cok sozluk kullanma ihtiyaci hissettikleri ve alt yazili bir film/video izlerken secme sanslari varsa alt yazi dili olarak Almancayi tercih ettikleri sonuclarina ulasilmistir. ‘Dinleme/Izleme Egitimi’ basligi altinda yoneltilen sorular baglaminda, ogrencilerin cogunlugu orijinal dili Turkce ya da Almanca olmayan bir film ya da videonun Almancadaki dublajli hâli izlemeyi tercih ettiklerini; televizyon ya da radyoda herhangi bir programi izlerken ya da dinlerken ise genellikle Turkceyi tercih ettiklerini dile getirmislerdir. ‘Yazma Egitimi’ basligi altinda ogrencilere yoneltilen sorular kapsaminda, ogrencilerin cogunlugunun akademik bir metin olustururken genellikle Almancayi tercih ettikleri ve arkadaslariyla olan yazismalarinda genellikle Turkce sozcuklerin kisaltmalarini yaptiklari sonuclarina ulasilmistir. ‘Kisisel Gorusler’ kategorisi dâhilinde yoneltilen sorular sonucunda ise, ogrencilerin cogunlugunun iki dilliligi ve Turkce-Almanca iki dilli olmayi cesitli degiskenler acisindan bir avantaj olarak gordukleri; iki dili de kullanmakta dolayi cesitli sorunlar yasadiklari ve Almanya’daki Turklere Turkce ve Almanca ogretimi sirasinda dil becerileri baglaminda birtakim sorunlarin yasandigi sonuclarina ulasilmistir.
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, Oct 21, 2021
2020 Avrupa Ortak Öneriler Çerçevesi (CEFR) metninde bulunan dilbilgisel yeterliklerin incelenmes... more 2020 Avrupa Ortak Öneriler Çerçevesi (CEFR) metninde bulunan dilbilgisel yeterliklerin incelenmesi / G. H. Demirdöven (339-351. s.
Sakarya Üniversitesi Eğitim Fakültesi dergisi, Dec 30, 2016
Öz: Birbiri ardına sıralanan tümcelerin birleşerek anlamlı bir bütün oluşturabilmesi, tümceler ar... more Öz: Birbiri ardına sıralanan tümcelerin birleşerek anlamlı bir bütün oluşturabilmesi, tümceler arasında bağdaşıklık ve tutarlılık ağlarının iyi inşa edilmesini gerektirmektedir. Onursal (2003), bu bağlamdan hareket ile metni ipliklerden dokunan bir kumaşa benzetmekte ve metnin dokuma sürecinde ortaya çıkan bir yapı olduğunun altını çizmektedir. Balyemez (2010) ise, bağdaşıklık kavramını; "bir metni meydana getiren cümle veya yargılar arasındaki anlam bağlantısının dil ögeleri ve dil kuralları aracılığıyla sağlanması" olarak tanımlamaktadır. Hengirmen (2009), metin dil bilimini; dili cümleler arası bağlantıları temel alarak inceleyen, dil kullanımını metin üretme olarak gören, metinleri bir bütünlük içinde ele alan dil bilimi dalı olarak, ifade etmektedir. Bu incelemede; Memduh Şevket Esendal'ın yazdığı "Mendil Altında" adlı hikâyenin bağdaşıklık görünümlerini yansıtan küçük yapısı Metin dilbiliminin ilkeleri ve yaklaşımları ışığında ele alınarak ortaya konmaya çalışılmıştır.
Sakarya University Journal of Education, Dec 15, 2017
Developments in information technologies in the recent years affect each area of the life as well... more Developments in information technologies in the recent years affect each area of the life as well as educational area and contribute to important changes in this area. As a result of possessing characteristics of the digital culture process by students and nourishment of students by digital input with effect of technology on the educational area, the concepts of digital native and digital immigrant in the literature are met. While students of today are digital native group, parents and teachers are digital immigrants. Views oriented preferences to reach the information of digital native groups that are the students differs from digital immigrants. These differences vary according to reaching by reading graphic/written text, reaching as detail/abstract, reaching by reading from screen/reading by printed material, reaching by enjoyful texts/academic texts, reaching by reading in physical libraries/social network libraries, reaching by exploring method/reading. In this study, revealing the views oriented preferences to reach the information of students that are digital native group was aimed. The study was conducted as qualitative research method due to its scope and content. Data of the study were obtained from interviews of 14 students in Cemil Meric High School of Social Sciences. In the study, semi-structured interview form in order to obtain views oriented preferences to reach the information was used. According to the results of the study, it was seen that the students were distributed evenly in terms of access to information by reading the graphics or texts and preferred more printed materials.
Views of Bilingual Prospective Turkish Teachers towards Bilingualism (Duisburg/Essen University Example)
Duisburg/Essen Üniversitesi Türkistik bölümünde yetiştirilen Türkçe öğretmenleri, gerek kendileri... more Duisburg/Essen Üniversitesi Türkistik bölümünde yetiştirilen Türkçe öğretmenleri, gerek kendilerinin de iki dilli olmaları gerekse Almanya'da yaşayan Türk soylu insanların Türkçe eğitimleri sırasında yaşadıkları sorunlara tanık olmaları bakımından Almanya'da bulunan Türkçe konuşucularına Türkçe eğitimi verilmesi konusunda önemli ve aktif bir rol oynamaktadırlar. Bu bağlamdan yola çıkarak araştırmanın konusunu ''Duisburg/Essen Üniversitesi'nde Öğrenim Gören Birinci Dönem Türkçe Öğretmeni Adaylarının İki Dillilik Olgusuna Yönelik Görüşleri'' oluşturmaktadır. Çalışma grubunu oluşturan on iki öğrenci, Almanya doğumlu olup Türkçe ve Almancayı eş zamanlı olarak edinmiştir. Bir öğrenci ise Türkiye doğumlu olup Almanya'ya geldikten sonra Almancayı öğrenmiştir. Araştırma kapsamında, öğrencilere 'Konuşma Eğitimi', Okuma Eğitimi', 'Dinleme/İzleme Eğitimi', 'Yazma Eğitimi' ve Kişisel Görüşler' kategorileri altında çeşitli sorular y...
Since the beginning of 1960's, Turkey has experienced a huge migration of workers to Europe, in p... more Since the beginning of 1960's, Turkey has experienced a huge migration of workers to Europe, in particular to Germany. As a result of this migration, as a natural result of immigration has emerged a generation of bilingual and bicultural. Changing the size of the communication and information flow between people occurred in parallel to the advances in science and technology has affected the social life, and bilingual or multilingual people has been recognized as a wealth indicator. Language education policies that supporting bilingualism or multilingualism aims enabling people to realize their development potential in the cultural aspects and evaluate this potential in a positive direction. In a globalized world, knowing at least two or more languages is considered the requirements of our age. Because of education system in Germany vary by state, with the Huber's phrase of 'migration childrens' (2008) Turkish education sometimes is provided by experts by the Ministry of Education and sometimes is carried out by Turkish teachers studying at Departmant of Turkistik at Duisburg/Essen University, which takes great pains to educate Turkish teachers in Germany. For both to be bilingual and witness the problems experience by Turkish origin people living in Germany during the Turkish education, Turkish teachers educated in Turkistik departmant play a major and active role in giving Turkish education to Turkish speakers in Germany. Based on this idea, putting forward the views of abroad trained Turkish teacher candidates on bilingual notion, will allow that prospective teachers who will give Turkish education, to detect of both Turkish and German perspectives on the state of bilingualism in both cases. This assesment will give us an opinion about what should be done in order to bring up more healthy and balanced Turkish-German bilingual individuals.
In this context, the subject of the research is 'Perception's of Pre-service Turkish Language Teachers Studying at Duisburg/Essen University Towards the Concept of Bilingualism'.
In the study, Turkish teacher candidates are assumed to provided sincere and accurate answers to measuring tools applied during the investigation. The research sample is including thirty-four students of Duisburg/Essen University, Department of Turkistik. As a part of the research domestic and foreign literature relevant to subject are scanned and earlier studies on subject are examined. The scope and content of the research was carried out in accordance with the qualitative research methods. Qualitative data were obtained as a result of interviews with students between 01-08 December 2015. Content analysis of call records, that is, qualitative research data was analyzed using categorical analysis. In categorical analysis first data was encoded, then codes at the global level that describes the categories determined, and the findings were interpreted.
In this context, the subject of the research is 'Perception's of Pre-service Turkish Language Teachers Studying at Duisburg/Essen University Towards the Concept of Bilingualism'.
In the study, Turkish teacher candidates are assumed to provided sincere and accurate answers to measuring tools applied during the investigation. The research sample is including thirty-four students of Duisburg/Essen University, Department of Turkistik. As a part of the research domestic and foreign literature relevant to subject are scanned and earlier studies on subject are examined. The scope and content of the research was carried out in accordance with the qualitative research methods. Qualitative data were obtained as a result of interviews with students between 01-08 December 2015. Content analysis of call records, that is, qualitative research data was analyzed using categorical analysis. In categorical analysis first data was encoded, then codes at the global level that describes the categories determined, and the findings were interpreted.
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 e...
In order for successive sentences to form a meaningful whole by combining together, it is necessa... more In order for successive sentences to form a meaningful whole by combining together, it is necessary to build good coherence and consistency between sentences. Within this context, Onursal (2003) compares text with woven fabric and highlights that text is a structure arising in the process of weaving. Balyemez (2010), on the other hand, describes coherence as ''to constitute relevance between sentences and judgements that forms a text by language items and language rules''. Hengirmen (2009), expresses textual linguistics that analyzes language based on the connection between sentences, regards language usage as text generation and deals text in a body. In this study, a small structure that represents the coherence aspect of the story named ''Mendil Altında'', written by Memduh Şevket Esendal, is aimed to be presented in the light of textual linguistics principles and approaches.
International Journal Of Turkish Literature Culture Education, 2019
When examining the issues of language in Cumhuriyet newspaper's editions from 1977, language deba... more When examining the issues of language in Cumhuriyet newspaper's editions from 1977, language debates can be observed under the headings of "Language Debates Regarding Changes in Textbooks," "Language Debates Regarding Native Turkish Movement," "Language Debates Regarding Scientific and Artistic Language," and "Language Debates Regarding Translation Language." It is noteworthy that these language debates mostly revolved around the etymological origins of words in a "political" and "ideological" manner.
According to Levend (1960), the removal of the Arabic alphabet and its replacement with the Latin-based new Turkish alphabet in 1928, the removal of Arabic and Persian lessons from schools on September 1, 1929, the establishment of the Turkish Language Institution on July 12, 1932, and the First Turkish Language Congress held on September 26, 1932, were all significant steps in the preparation and announcement of language reforms. Initially aiming to contribute scientifically to the development of the Turkish language, the Turkish Language Institution, particularly after Atatürk's death, transformed into a mechanism that conducted research and made decisions in line with political formations and their respective ideologies.
The military coup of May 27, 1960, and the memorandum of March 12, 1971, played an important role in shaping the language debates of the 1970s. These military interventions in political administrations manifested themselves in all areas, including language debates, leading to polarization in society and the disregard of different opinions. The chaos in society was most notably reflected in the newspapers and magazines of the time. In this regard, Özdemir and Süğümlü (2013) state that when examining the issues in Türk Dili Dergisi's editions from 1976, and Özdemir and Dağtaş (2014) state the same regarding the magazine's editions from 1970, it becomes apparent that the debates emerged with political and ideological origins. From this perspective, it can be said that Cumhuriyet newspaper also took a stance in language simplification debates in line with its own political views and ideology.
When examining the language debates related to changes in textbooks in Cumhuriyet newspaper, it can be seen that the debates revolved around Arabic and Persian-origin words. The debates included expressions such as "undermining the language revolution," "opposing the values framework of the republic," and "attempting to establish Ottoman Turkish dominance by displaying an outdated attitude" regarding the use of Arabic and Persian words in textbooks. Especially, Arabic and Persian words that entered our language after the acceptance of Islam by the Karluk, Basma, and Yağmil tribes following the Battle of Talas (751) have been assimilated into the language of the people over centuries. Disregarding the words that have become part of the language and replacing them with new words implies ignoring the thoughts and opinions of the society in language-related efforts. Özdemir and Dağtaş (2014) emphasize that the essential aspect is the living and vibrant language and the words within that language. Considering that newspapers and magazines are generally published with a political and ideological understanding, it can be considered normal for Cumhuriyet newspaper to present thoughts related to language debates according to its own ideology and political views. However, considering Ottoman Turkish, which is one of the historical stages of the Turkish language, as outdated indicates a disregard for the words living in the language of the people. This situation is thought to distance the newspaper from the reality of the language debates.
When the language debates regarding native Turkish movement are examined, it is evident that the debates revolve around words that are native Turkish and words that are not. Timurtaş (1981) states that making a distinction between words
According to Levend (1960), the removal of the Arabic alphabet and its replacement with the Latin-based new Turkish alphabet in 1928, the removal of Arabic and Persian lessons from schools on September 1, 1929, the establishment of the Turkish Language Institution on July 12, 1932, and the First Turkish Language Congress held on September 26, 1932, were all significant steps in the preparation and announcement of language reforms. Initially aiming to contribute scientifically to the development of the Turkish language, the Turkish Language Institution, particularly after Atatürk's death, transformed into a mechanism that conducted research and made decisions in line with political formations and their respective ideologies.
The military coup of May 27, 1960, and the memorandum of March 12, 1971, played an important role in shaping the language debates of the 1970s. These military interventions in political administrations manifested themselves in all areas, including language debates, leading to polarization in society and the disregard of different opinions. The chaos in society was most notably reflected in the newspapers and magazines of the time. In this regard, Özdemir and Süğümlü (2013) state that when examining the issues in Türk Dili Dergisi's editions from 1976, and Özdemir and Dağtaş (2014) state the same regarding the magazine's editions from 1970, it becomes apparent that the debates emerged with political and ideological origins. From this perspective, it can be said that Cumhuriyet newspaper also took a stance in language simplification debates in line with its own political views and ideology.
When examining the language debates related to changes in textbooks in Cumhuriyet newspaper, it can be seen that the debates revolved around Arabic and Persian-origin words. The debates included expressions such as "undermining the language revolution," "opposing the values framework of the republic," and "attempting to establish Ottoman Turkish dominance by displaying an outdated attitude" regarding the use of Arabic and Persian words in textbooks. Especially, Arabic and Persian words that entered our language after the acceptance of Islam by the Karluk, Basma, and Yağmil tribes following the Battle of Talas (751) have been assimilated into the language of the people over centuries. Disregarding the words that have become part of the language and replacing them with new words implies ignoring the thoughts and opinions of the society in language-related efforts. Özdemir and Dağtaş (2014) emphasize that the essential aspect is the living and vibrant language and the words within that language. Considering that newspapers and magazines are generally published with a political and ideological understanding, it can be considered normal for Cumhuriyet newspaper to present thoughts related to language debates according to its own ideology and political views. However, considering Ottoman Turkish, which is one of the historical stages of the Turkish language, as outdated indicates a disregard for the words living in the language of the people. This situation is thought to distance the newspaper from the reality of the language debates.
When the language debates regarding native Turkish movement are examined, it is evident that the debates revolve around words that are native Turkish and words that are not. Timurtaş (1981) states that making a distinction between words
Sakarya University Journal of Education, 2017
Developments in information technologies in the recent years affect each area of the life as well... more Developments in information technologies in the recent years affect each area of the life as well as educational area and contribute to important changes in this area. As a result of possessing characteristics of the digital culture process by students and nourishment of students by digital input with effect of technology on the educational area, the concepts of digital native and digital immigrant in the literature are met. While students of today are digital native group, parents and teachers are digital immigrants. Views oriented preferences to reach the information of digital native groups that are the students differs from digital immigrants. These differences vary according to reaching by reading graphic/written text, reaching as detail/abstract, reaching by reading from screen/reading by printed material, reaching by enjoyful texts/academic texts, reaching by reading in physical libraries/social network libraries, reaching by exploring method/reading. In this study, revealing the views oriented preferences to reach the information of students that are digital native group was aimed. The study was conducted as qualitative research method due to its scope and content. Data of the study were obtained from interviews of 14 students in Cemil Meric High School of Social Sciences. In the study, semi-structured interview form in order to obtain views oriented preferences to reach the information was used. According to the results of the study, it was seen that the students were distributed evenly in terms of access to information by reading the graphics or texts and preferred more printed materials.