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Technology-Supported Instruction for Reducing Valency Errors in Teaching Turkish as a Foreign Language: A Mixed-Methods Intervention Study.

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Title: Technology-Supported Instruction for Reducing Valency Errors in Teaching Turkish as a Foreign Language: A Mixed-Methods Intervention Study.
Alternate Title: Türkçenin Yabancı Dil Olarak Öğretiminde İstem Hatalarını Azaltmaya Yönelik Teknoloji Destekli Öğretim: Karma Yöntemli Bir Müdahale Çalışması.
Authors: KAYA, Seda1 sedakayabp@gmail.com, KARATAY, Halit2 halitkaratay@gmail.com
Source: Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi. apr2026, Vol. 22 Issue 1, p196-213. 18p.
Subject Terms: *Computer assisted language instruction, *Educational intervention, *Computer assisted instruction, *Online education, *Attitude (Psychology), Turkish language, Self-efficacy
Abstract (English): This study examined whether technology-supported instruction reduces the valency errors of 47 Hungarian learners of Turkish at pre-A1 and A1-A2 levels and explored changes in these errors within a structured instructional intervention. It contributes to the literature by proposing and empirically examining a technology-supported instructional model designed to reduce valency errors, an area that has received limited attention in intervention-based research in teaching Turkish as a foreign language. The study used a mixed-methods intervention design with a single-group pretestposttest model. Participants used a researcher-developed website (hizliturkce.com), including instructional videos, Lumibased Web 2.0 activities, chat, and live support, and attended online lessons focusing on valency over eighteen weeks. Quantitative data were collected using a Turkish achievement test and standardized scales measuring speaking selfefficacy, learning attitudes, and writing attitudes and anxiety, and analyzed using SPSS. Qualitative data were obtained from a practitioner-researcher diary and semi-structured interview forms and analyzed through content analysis. Findings indicate a decrease in valency errors, along with improvements in written expression skills, speaking self-efficacy, and attitudes toward writing. However, occasional technical issues and initial platform use difficulties were identified during implementation. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Bu çalışma, teknoloji destekli eğitimin Türkçeyi yabancı dil olarak öğrenen 47 Macar öğrencinin (pre-A1 ve A1-A2 düzeyleri) istem hatalarını azaltıp azaltmadığını incelemeyi ve yapılandırılmış bir öğretim müdahalesi kapsamında bu hatalardaki değişimi ortaya koymayı amaçlamaktadır. Çalışma, Türkçenin yabancı dil olarak öğretiminde istem hatalarını azaltmaya yönelik teknoloji destekli bir öğretim modelini önermesi ve ampirik olarak incelemesi bakımından literatüre katkı sunmaktadır. Araştırma, tek gruplu öntest-sontest modeline dayanan karma yöntemli bir müdahale çalışması olarak tasarlanmıştır. Katılımcılar, öğretim videoları, Lumi tabanlı web 2.0 etkinlikleri, sohbet ve canlı destek içeren araştırmacı tarafından geliştirilen hizliturkce.com web sitesini kullanmış ve 18 hafta boyunca istem konularına odaklanan çevrim içi derslere katılmıştır. Nicel veriler Türkçe başarı testi ile konuşma öz-yeterliği, öğrenme tutumları, yazma tutumları ve yazma kaygısını ölçen standart ölçeklerle toplanmış ve SPSS ile analiz edilmiştir. Nitel veriler ise araştırmacı günlüğü ve yarı yapılandırılmış görüşme formları aracılığıyla elde edilerek içerik analizi ile incelenmiştir. Bulgular, istem hatalarında azalma ile birlikte yazılı anlatım becerilerinde, konuşma öz-yeterliğinde ve yazmaya yönelik tutumlarda gelişme olduğunu göstermektedir. Fakat uygulama sürecinde zaman zaman teknik sorunlar ve platform kullanımına ilişkin başlangıçta güçlükler olduğu belirlenmiştir. [ABSTRACT FROM AUTHOR]
Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This study examined whether technology-supported instruction reduces the valency errors of 47 Hungarian learners of Turkish at pre-A1 and A1-A2 levels and explored changes in these errors within a structured instructional intervention. It contributes to the literature by proposing and empirically examining a technology-supported instructional model designed to reduce valency errors, an area that has received limited attention in intervention-based research in teaching Turkish as a foreign language. The study used a mixed-methods intervention design with a single-group pretestposttest model. Participants used a researcher-developed website (hizliturkce.com), including instructional videos, Lumibased Web 2.0 activities, chat, and live support, and attended online lessons focusing on valency over eighteen weeks. Quantitative data were collected using a Turkish achievement test and standardized scales measuring speaking selfefficacy, learning attitudes, and writing attitudes and anxiety, and analyzed using SPSS. Qualitative data were obtained from a practitioner-researcher diary and semi-structured interview forms and analyzed through content analysis. Findings indicate a decrease in valency errors, along with improvements in written expression skills, speaking self-efficacy, and attitudes toward writing. However, occasional technical issues and initial platform use difficulties were identified during implementation. [ABSTRACT FROM AUTHOR]
ISSN:13067850
DOI:10.17860/mersinefd.1867396