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Journals / Iğdır Üniversitesi Sosyal Bilimler Dergisi / 2026 / Sayı: 41

The Effects of Digital Dictionaries on Reading Comprehension, Vocabulary, and Retention in Teaching Turkish as a Foreign Language: A Mixed-Method Study

Türkçenin Yabancı Dil Olarak Öğretiminde Dijital Sözlüklerin Okuduğunu Anlama, Kelime Hazinesi ve Kalıcılık Üzerindeki Etkileri: Bir Karma Desen Araştırması

Emre Çalışkan(TC. Milli Eğitim Bakanlığı)0000-0002-6665-7510
Pages
287–305
Publication Date
2026-01-25
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AI Summary & Key Takeaways

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⚡ TL;DR(Too Long; Didn't Read)

Findings indicate that Experimental Group 1, using visually enhanced digital dictionaries, significantly outperformed the other groups in reading comprehension (Cohen’s d = 2.37) and vocabulary achievement (Cohen’s d = 2.50) tests.

📌 3 Key Takeaways

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Objective & Hypothesis:ABSTRACT This study investigates the effects of visually enhanced digital dictionaries, text-only digital dictionaries, and traditional print dictionaries on reading comprehension, vocabulary acquisition, and knowledge retention in teaching Turkish as a foreign language (TFL).
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Key Findings & Data:Employing an explanatory sequential mixed-methods design, the study involved 45 A1-level learners at a Turkish Language Teaching Center in a state university in Turkey.
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Conclusion & Impact:Findings indicate that Experimental Group 1, using visually enhanced digital dictionaries, significantly outperformed the other groups in reading comprehension (Cohen’s d = 2.37) and vocabulary achievement (Cohen’s d = 2.50) tests.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Kalıcılık · Türkçenin Yabancı Dil Olarak Öğretimi · Dijital Sözlük

Abstract

ABSTRACT This study investigates the effects of visually enhanced digital dictionaries, text-only digital dictionaries, and traditional print dictionaries on reading comprehension, vocabulary acquisition, and knowledge retention in teaching Turkish as a foreign language (TFL). Employing an explanatory sequential mixed-methods design, the study involved 45 A1-level learners at a Turkish Language Teaching Center in a state university in Turkey. Participants were randomly assigned to three groups: visually enhanced digital dictionary (Experimental Group 1), text-only digital dictionary (Experimental Group 2), and traditional print dictionary (Control Group). Quantitative data were collected through reading comprehension and vocabulary achievement tests developed in alignment with the Common European Framework of Reference (CEFR). Qualitative data were gathered via semi-structured interviews. Findings indicate that Experimental Group 1, using visually enhanced digital dictionaries, significantly outperformed the other groups in reading comprehension (Cohen’s d = 2.37) and vocabulary achievement (Cohen’s d = 2.50) tests. Retention tests showed no significant decline in scores for the visually enhanced and text-only digital dictionary groups, whereas a significant decline was observed in the traditional print dictionary group (Cohen’s d = 0.51). Qualitative findings suggest that students positively evaluated digital dictionaries for ease of use, contribution to learning, pronunciation support, and motivation, though they reported limitations such as technical issues and lack of contextual meaning. These results highlight the effectiveness of visually enhanced digital dictionaries in TFL and underscore the importance of technology integration in language education. The study offers recommendations for incorporating visually enhanced digital tools into TFL curricula.

Özet

Bu çalışma, Türkçenin yabancı dil olarak öğretiminde (TYDÖ) görsel destekli dijital sözlük, yalnızca metin içeren dijital sözlük ve geleneksel basılı sözlüklerin okuduğunu anlama, kelime hazinesi ve bilgilerin kalıcılığı üzerindeki etkilerini incelemek amacıyla yürütülmüştür. Açıklayıcı sıralı karma desen kullanılarak tasarlanan çalışma, Türkiye’de bir devlet üniversitesinin Türkçe Öğretim Merkezi’nde A1 seviyesinde öğrenim gören 45 öğrenciyi kapsamaktadır. Katılımcılar, görsel destekli dijital sözlük (Deney Grubu 1), yalnızca metin içeren dijital sözlük (Deney Grubu 2) ve geleneksel basılı sözlük (Kontrol Grubu) kullanan üç gruba rastgele atanmıştır. Nicel veriler, Avrupa Dilleri Ortak Çerçeve Programı’na (CEFR) uygun olarak geliştirilen okuduğunu anlama ve kelime hazinesi başarı testleriyle toplanmıştır. Nitel veriler ise yarı yapılandırılmış görüşme formuyla elde edilmiştir. Bulgular, görsel destekli dijital sözlük kullanan Deney Grubu 1’in, okuduğunu anlama ve kelime hazinesi başarı testi puanlarında diğer gruplara kıyasla anlamlı derecede yüksek performans gösterdiğini ortaya koymuştur. Kalıcılık testlerinde, görsel destekli ve yalnızca metin içeren dijital sözlük kullanan gruplarda anlamlı bir düşüş gözlenmezken geleneksel basılı sözlük kullanan grupta anlamlı bir düşüş tespit edilmiştir. Nitel bulgular, öğrencilerin dijital sözlükleri kullanım kolaylığı, öğrenme sürecine katkı, telaffuz desteği ve motivasyon açısından olumlu değerlendirdiğini, ancak teknik sorunlar ve bağlamsal anlam eksikliği gibi sınırlılıklar bildirdiğini göstermiştir. Bu sonuçlar, TYDÖ’de görsel destekli dijital sözlüklerin daha etkili olduğunu ve teknoloji entegrasyonunun dil öğretiminde önemli bir rol oynadığını vurgulamaktadır.

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Cite This Article

Çalışkan, E. (2026). The Effects of Digital Dictionaries on Reading Comprehension, Vocabulary, and Retention in Teaching Turkish as a Foreign Language: A Mixed-Method Study. Iğdır Üniversitesi Sosyal Bilimler Dergisi, Sayı: 41, 287–305. https://doi.org/10.54600/igdirsosbilder.1807339

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