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Journals / Dil Eğitimi ve Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

The Effect of Web 2.0 Tools Training on TPACK, Attitudes, and Teaching Processes of Instructors Teaching Turkish as a Foreign Language

Web 2.0 Araçları Eğitiminin Yabancı Dil Olarak Türkçe Öğreten Öğreticilerin TPACK Yeterlikleri, Tutumları ve Öğretim Süreçlerine Etkisi

Çiğdem Yalçın(NEVŞEHİR HACI BEKTAŞ VELİ ÜNİVERSİTESİ)0000-0002-3051-0920
Nezir Temur(GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION)0000-0002-8052-1927
Pages
281–300
Publication Date
2026-03-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Observations showed that the instructors effectively utilized Web 2.0 tools to enhance students’ language skills, grammar, and vocabulary.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study investigates the influence of Web 2.0 tools training on instructors and the teaching process.
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Key Findings & Data:The instructors’ TPACK competencies improved, while no significant change was found in their attitudes toward technology.
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Conclusion & Impact:Observations showed that the instructors effectively utilized Web 2.0 tools to enhance students’ language skills, grammar, and vocabulary.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:öğretici eğitimi · Web 2.0 araçları · yabancı dil olarak Türkçe öğretimi

Abstract

The study investigates the influence of Web 2.0 tools training on instructors and the teaching process. Twenty-three instructors teaching Turkish as a foreign language received six weeks of technopedagogical training. The “Technological Pedagogical Content Knowledge Scale (TPACK)” and the “Attitude Toward Technology Scale” were administered as pre-test and post-tests. The instructors’ TPACK competencies improved, while no significant change was found in their attitudes toward technology. A semi-structured interview revealed that instructors learned to integrate Web 2.0 tools effectively and wanted to use them as alternative materials. To determine the influence of the training on the teaching process, four instructors voluntarily participated in an observation process. Each instructor was observed for three weeks, totaling twelve weeks. Lessons were video-recorded to analyze how instructors applied their training knowledge and skills in the classroom. Observations showed that the instructors effectively utilized Web 2.0 tools to enhance students’ language skills, grammar, and vocabulary.

Özet

Çalışmanın amacı Web 2.0 araçları eğitiminin yabancı dil olarak Türkçe öğreten öğreticiler ve öğretim sürecine etkilerini incelemektir. Araştırma kapsamında yabancı dil olarak Türkçe öğreten yirmi üç öğreticiye altı haftalık teknopedagojik eğitim verilmiş ve “Teknolojik Pedagojik Alan Bilgisi Ölçeği (TPAB)” ve “Teknolojiye Yönelik Tutum Ölçeği” ön test ve son test olarak uygulanmıştır. Öğreticilerin TPAB yeterliliklerinin son test lehine olumlu olduğu tespit edilirken teknolojiye yönelik tutumlarında anlamlı farklılık bulunamamıştır. Yarı yapılandırılmış görüşmede öğreticilerin Web 2.0 araçlarını etkili bir şekilde entegre etmeyi öğrendikleri ve bunları alternatif materyaller olarak kullanmak istedikleri belirlenmiştir. Eğitimin öğretim süreci üzerindeki etkisini belirlemek için, dört öğretici gönüllü olarak gözlem sürecine katılmıştır. Her bir öğretici üçer hafta olmak üzere toplam on iki hafta boyunca gözlenmiştir. Dersler öğreticilerin eğitimde edindikleri bilgi ve becerileri sınıfta nasıl uyguladıklarını analiz etmek için video kaydına alınmıştır. Gözlemler, öğreticilerin öğrencilerin dil becerilerini, dil bilgisi ve kelime dağarcıklarını geliştirmek için Web 2.0 araçlarını etkili bir şekilde kullandıklarını göstermiştir.

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Cite This Article

Yalçın, Ç., Temur, N. (2026). The Effect of Web 2.0 Tools Training on TPACK, Attitudes, and Teaching Processes of Instructors Teaching Turkish as a Foreign Language. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 281–300. https://doi.org/10.31464/jlere.1800900

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