Attitudes of prospective Turkish language teachers towards instructional technologies and material development course

Year 2020, , 265 - 279, 29.03.2020

Sıddık Bakır

https://doi.org/10.17263/jlls.712805

Abstract

The aim of this study is to analyze the attitudes of prospective Turkish language teachers towards the Course on Instructional Technologies and Material Development and find out whether these attitudes differ on the basis of changes in certain criteria. The sample consisted a total of 161 prospective teachers who took the Course on Instructional Technologies and Material Development offered at the Faculty of Education of a public university in Turkey in the academic year of 2018-2019. In this study, in which the descriptive survey model was used, the data were collected through the “Instructional Technologies and Material Development Course Scale” developed by Çetin et al. (2013). In data analysis, descriptive statistics, independent-samples t-test and one-way analysis of variance (ANOVA) were utilized. At the end of the data analysis, it was discerned that, in the attitudes of the prospective Turkish language teachers towards the Course on Instructional Technologies and Material Development, there was a moderate significant difference in terms of the ‘enjoyment’ and ‘denial’ sub-scales, whereas there was a strong significant difference in terms of the ‘usefulness’ sub-scale and the overall scale. In the attitudes of the prospective Turkish language teachers towards the Course on Instructional Technologies and Material Development, there was no significant difference on the basis of the class-year variable, whereas there was a statistically significant difference on the basis of the gender variable in favor of the female participants.

Keywords

Turkish language education; prospective Turkish language teachers; instructional technologies and material development; attitude.

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