Journal of Research in Turkic Languages

Teachers' Views on the Effect of Social Networking Applications on the Development of Turkish Language Skills as a Foreign Language

Öğretmen Görüşü Bağlamında Sosyal Ağ Uygulamalarının Yabancı Dil Olarak Türkçe Dil Becerilerinin Gelişimine Etkisi

Journal of Research in Turkic Languages, Volume 3, Issue 2, November 2021, pp. 81-92
OPEN ACCESS VIEWS: 381 DOWNLOADS: 739 Publication date: 15 Oct 2021
ABSTRACT (English)
The individual interests in new technologies have required the use of technological tools in foreign language learning. As prominent technological innovations, mobile phones have facilitated the use of social network applications in all walks of life. People can improve their foreign language skills through social networks in informal education. In this context, the question ‘What is the effect of social networks on the development of an individual's foreign language skills?’ constitutes the problem statement of this research. Within the framework of the qualitative research approach, the opinions of Turkish teachers were sought. A questionnaire developed by the researcher was forwarded via Google Forms to the teachers of Turkish as a foreign language in private and public institutions. Data were collected through the online questionnaire and analyzed in the SPSS statistics software. According to the results obtained, it has been understood that social networks contribute to developing basic language skills other than writing skills. Using social networks in non-formal education in teaching Turkish as a foreign language will contribute positively to developing daily language skills. In this context, teachers of Turkish as a foreign language should generate projects on how to improve their students' basic language skills through social networks.
ABSTRACT (Turkish)
Bireyin yeni teknolojilere olan ilgisi, yabancı dil öğrenimi açısından teknolojik araçların kullanımını da gerekli kılmıştır. Sosyal ağ uygulamaları, teknolojinin en büyük yeniliklerinden biri olan mobil telefonlarla birlikte hayatın her alanına girmiştir. Bireyler informal eğitim şeklinde yabancı dil becerilerini sosyal ağlar üzerinden geliştirebilirler. Bu bağlamda sosyal ağların bireyin yabancı dil becerilerini geliştirmesine etkisi nedir? bu araştırmanın problem cümlesini oluşturmaktadır. Nitel araştırma yaklaşımı çerçevesinde Türkçe öğretmenlerinin görüşlerine başvurulmuştur. Google Form üzerinden bir anket oluşturularak özel ve kamu kurumlarında yabancı dil olarak Türkçe öğretenlere mail aracılığı ile araştırmacı tarafından geliştirilen anket gönderilmiştir. Online olarak hazırlanan anket üzerinden veriler toplanmış ve SPSS programında analiz edilmiştir. Elde edilen sonuçlara göre sosyal ağların yazma becerisi dışında diğer temel dil becerilerinin geşilimine katkı sağladığı anlaşılmıştır. Yaygın eğitimde sosyal ağların Yabancı dil olarak Türkçe öğretiminde kullanılması bireylerin günlük dil becerilerinin gelişimine olumlu katkı sağlayacaktır. Yabancı dil olarak Türkçe öğretenlerin bu bağlamda sosyal ağlar üzerinden öğrencilerinin temel dil becerilerini nasıl geliştireceğine yönelik projeler üretmelidirler.
KEYWORDS (English)
Language skills, Teacher's view, Social networks, Teaching Turkish as a foreign language.
KEYWORDS (Turkish)
Dil becerileri, Öğretmen görüşü, Sosyal ağlar, Yabancı dil olarak Türkçe öğretimi.
CITATION (APA)
Çetindağ, S. (2021). Teachers' Views on the Effect of Social Networking Applications on the Development of Turkish Language Skills as a Foreign Language. Journal of Research in Turkic Languages, 3(2), 81-92.
REFERENCES
  1. Acar, S. and Aylin, Y. (2014). Eğitimde Sosyal Ağların Kullanımına İlişkin Öğrenci Görüşlerini Belirlemeye Yönelik Bir Araştırma: Facebook Örneği [A Study to Determine Students' Views on the Use of Social Networks in Education: The Case of Facebook]. Electronic Journal of Vocational Colleges, BÜROKON Special Issue.
  2. Alp, Y. and Devkan K. (2018). YouTube Sitesindeki Videoların Eğitim Materyali Olarak Kullanımına İlişkin Öğrenci Görüşleri [Student Opinions on the Use of Videos on YouTube as Educational Material]. International Journal of Active Learning 3(1), 57-68.
  3. Anggraeni, C. W. (2017). Students’ Perspectives Toward the Use of Instagram in Writing Class, 1st English Language and Literature International Conference (ELLiC), ELECTRONIC ISSN: 2579-7263.
  4. Antenos-Conforti, E. (2009). Chapter 4 Microblogging on Twitter: Social Networking in Intermediate Italian Classes. (A. Lord & L. Lomicka, Eds.) The Next Generation Social Networking and Online Collaboration in Foreign Language Learning. CALICO. 59-90.
  5. Aslan, E. (2016). Vocabulary Teaching on the Facebook in the Teaching Turkish to Foreigners. Turkophone 3(1), 23-
  6. 34.
  7. Boyd, D. B. and Ellison, N. B. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of
  8. Computer‐Mediated Communication, 13(1), 210-230.
  9. Brook, J. (2011). The Affordances of YouTube for Language Learning and Teaching. http://www.hpu.edu (01 August
  10. 2021).
  11. Çakmak, F. (2020). Social Networking and Language Learning: Use of Instagram (IG) for Evaluating Oral
  12. Communication Skill. Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning: 110-31. https://www.igi-global.com/chapter/social-networking-and-language-learning/www.igiglobal.com/chapter/social-networking-and-language-learning/238662 (02 August 2021).
  13. Çömlekçi, M. F. (2019). Dijitalleşen Diplomasi Ve Sosyal Medya Kullanımı: Büyükelçilik Facebook Hesapları Üzerine Bir Araştırma [Digitalized Diplomacy and Use of Social Media: A Study on Embassy Facebook
  14. Accounts]. Kırklareli Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi (Journal of Kırklareli University Faculty of Economics and Administrative Sciences) 8(1), 1-13.
  15. Ekinci, E. (2017). Tweet Circle: Effects of Twitter on EFL Students’ Writing Skill Development. Yayınlanmamış Yüksek Lisans Tezi [Unpublished Master Thesis]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü (Çukurova University Institute of Social Sciences).
  16. Erarslan, A. (2019). Instagram as an Education Platform for EFL Learners. The Turkish Online Journal of Educational
  17. Technology, 18(3, 16.
  18. Facebook (2021). Company info. https://about.facebook.com/company-info/ (07 September 2021).
  19. Fewell, N. (2014). Social Networking and Language Learning with Twitter. Research Papers in Language Teaching and Learning, 5(1), 223‐234
  20. Google. (2021). Instagram.https://play.google.com/store/apps/details?id=com.instagram.android&hl=tr&gl=US (07
  21. September 2021).
  22. Greenhow, C. and Robelia, B. (2009). Old Communication, New Literacies: Social Network Sites as Social Learning
  23. Resources. Journal of Computer‐Mediated Communication, 14(4), 1130-1161.
  24. Güvendir, E. and Deniz M. G. (2015). The Effect of a Facebook Game That Requires English Vocabulary Knowledge on Students’ English Vocabulary Development. Journal of Educational Sciences Research, 5(1), 41-55
  25. Instagram from Facebook (2021). Features. https://about.instagram.com/features (07 September 2021).
  26. Jalaluddin, M. (2016). Using YouTube to Enhance Speaking Skills in ESL Classroom. English for Specific Purposes
  27. World, 17(50), 1-9.
  28. Khalitova, L. and Gimaletdinova, G. (2016). Mobile Technologies in Teaching English as a Foreign Language in
  29. Higher Education: A Case Study of Using Mobile Application Instagram. Online: https://www.researchgate.net/publication/311364109_MOBILE_TECHNOLOGIES_IN_TEACHING_ENGLI SH_AS_A_FOREIGN_LANGUAGE_IN_HIGHER_EDUCATION_A_CASE_STUDY_OF_USING_MOBIL
  30. E_APPLICATION_INSTAGRAM (Accessed on November 8, 2021).
  31. Koç, A. and Yusuf, Z. A. (2017). Sosyal Medya Destekli Eğitim: 6. ve 7. Sınıf Fen Bilimleri ve İngilizce Derslerinde
  32. Sosyal Ağ Kullanımının Öğrencilerin Akademik Başarılarına Etkisi [Social Media Supported Education: The Effect of Social Networking on Students' Academic Achievement in 6th and 7th Grade Science and English Classes]. Avrupa Bilim ve Teknoloji Dergisi (European Journal of Science and Technology) 6(10), 7-19.
  33. Lailiyah, M. and Lian, A. S. (2020). Students’ Perception of Online Communication Language Learning through Instagram, EnJourMe (English Journal of Merdeka). Culture, Language, and Teaching of English 5(2), 188-95.
  34. Mansor, N. and Normaliza Abd Rahim. (2017). Instagram in ESL Classroom. Man in India 97: 107-14
  35. Omnicore Agency (2021). YouTube by the Numbers: Stats, Demographics and Fun Facts.
  36. https://www.omnicoreagency.com/youtube-statistics/ (07 September 2021).
  37. Taskiran, A., Gumusoglu, E. K., Aydin, B. (2018). Fostering Foreign Language Learning with Twitter: What Do
  38. English Learners Think About It? Turkish Online Journal of Distance Education 19(1), 100-116.
  39. Halitoğlu, V., Moralı, G. (2018). Türkçe Okutmanlarının Görüşlerine Göre Sosyal Ağların Yabancı Dil Olarak Türkçe
  40. Öğretimine Katkıları [The Contribution of Social Networks to Teaching Turkish as a Foreign Language as
  41. Viewed by Turkish Language Instructors]. Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları
  42. Dergisi (Hacettepe University Journal of Turkish as a Foreign Language Studies), 2018 Yaz (Summer)(4), 103-
  43. 117
  44. We Are Social Ltd. (2021). Digital 2021, Global Overview Report. https://wearesocial.com/digital-2021 (06
  45. September 2021).
  46. Yıldırım, A. and Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (9. Bs.) [Qualitative Research
  47. Methods in the Social Sciences. 9th Edition] Ankara: Seçkin Yayıncılık.
  48. YouTube (2021) About. https://www.youtube.com/intl/tr/about/ (09 July 2021)
LICENSE
Creative Commons License