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- MakaleAçık Erişim2026Examining Middle School Students' Speaking Self-Efficacy in Terms of Various Variables
Maden, Asli; Kana, Fatih; Köroğlu, Arda; Kiler, Baran
This study aimed to determine middle school students’ speaking self-efficacy levels and examine whether these levels differed according to individual characteristics, digital media use, reading habits, and parental education. The study employed a relational survey model within a quantitative research approach. The sample consisted of 546 middle school students attending schools in a province in western Türkiye. Data were collected using the Speaking Self-Efficacy Scale for Middle School Students along with a personal information form prepared by the researchers. Independent-samples t-tests, one-way analysis of variance, Welch tests, and appropriate post hoc comparison tests were used to analyze the data. The findings showed that speaking self-efficacy scores differed significantly according to some of the variables examined. Regarding gender, a significant difference in favor of girls was identified only in the susceptibility to influence subscale. As age and grade level increased, scores tended to decrease, particularly in the affective, content, and paralinguistic subscales. Longer daily durations of digital gaming, social media use, and internet use were associated with lower scores in several speaking self- efficacy subscales. In contrast, speaking self-efficacy scores increased as weekly reading time rose. The number of books read per month produced a significant difference only in the affective subscale. A significant difference was identified in the paralinguistic subscale according to maternal education and in the content subscale according to paternal education. Overall, the findings indicate that middle school students’ speaking self-efficacy is associated not only with individual characteristics but also with digital media use, reading habits, and parental education. The results are expected to contribute to instructional practices aimed at improving speaking skills and to future research in the field.
- MakaleAçık Erişim2021Analysis of turkish language teaching prospective teachers'opinions about digital games
Kana, Fatih; Ustabulut, Mete Yusuf
The aim of this research is to examine the views of Turkish language tecahing prospective teachers\rabout digital games. For this purpose, the correlational survey design was used in the study. The sample of\rthe study consists of Turkish language teaching prospective teachers. The data were collected through the\rUsing Digital Educational Games Scale. Descriptive analysis, t-test, ANOVA, and correlation analysis\rwere used to analyze the data obtained in the study. A significant difference was found between Turkish\rlanguage teaching prospective teachers' views on digital educational games and their age, grade point\raverage, place where they spent most of their lives, grade levels, number of books they read annually, time\rspent on the internet daily and gender. Educational digital games do not scare the prospective teachers, and\rthey do not have any hesitation due to the content of educational games or technical problems arising from\rthe computer. Prospective teachers consider that educational games will make learning better and more\rcreative, enrich their learning experiences, and make teachers more comfortable. They also state that they\rcan learn digital educational games on their own, solve the problems they encounter while playing digital\reducational games in different ways, they do not need an experienced person about educational games, and\rthey can control educational digital games. It is seen that there is a significant difference between the views\rof Turkish teacher candidates about digital educational games and their gender, age, grade level, number\rof books they read annually, and the time they spend on the internet daily. As a result, with the development\rof technology, internet games are played a lot by children. In order to prepare the generation Z for the new\rworld order, prospective teachers should be well-equipped in this regard; prospective teachers state that\rthey can apply digital educational games in lessons and do it continuously.\r
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