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This research aimed to investigate the impact of word decoding speed and accuracy on reading comprehension in Turkish, which is characterized by a highly transparent and morphologically complex orthographic system. The study involved 160 students, half of whom were identified as poor readers, while the other half were classified as good readers. These participants were selected from the second and fourth grades of public elementary schools. The assessment process involved evaluating participants' isolated word decoding skills using a task that measured their ability to decode both real words and pseudowords. Additionally, reading fluency and comprehension were measured using grade-level appropriate reading texts. The analysis included a series of MANOVAs as well as a mediation model (Model 7) employing Haye's PROCESS macro for SPSS. The findings indicated that the poor readers' limited reading comprehension abilities were primarily attributed to their overall deficiency in word decoding fluency, with a particular emphasis on their inadequate phonological decoding skills. These results are significant as they shed light on the challenges that children with reading comprehension difficulties may face in transparent orthographic systems. The attainment of proficient reading comprehension in such languages appears to be influenced by the specific aspects of word decoding fluency.

This research investigates the intercultural usability factor of e-learning products designed for the instruction of Turkish as a foreign language. The subject of study, "Ana Dil Turkce," refers to a freely accessible and distant education platform developed by Anadolu University with the purpose of instructing non-native speakers in the Turkish language. This study employed a concurrent mixed methods research design to investigate the intercultural usability of the "Ana Dil Turkce" e-learning system. The study incorporated a qualitative component through the utilization of a case study methodology, while a cross-sectional survey design was employed to address the quantitative part. The quantitative portion of the study employed descriptive methods, whereas the qualitative portion utilized content analysis methods. The qualitative component of the study involved the participation of 25 individuals who were active and registered users in the system during the period from 2020 to 2022. Additionally, the quantitative component of the study included the participation of 211 users. The quantitative portion of the study employed a questionnaire as a method of data collection, while the qualitative component utilized a semi-structured interview format. The study's conclusions were analyzed through the integration and juxtaposition of qualitative and quantitative data. The study yielded findings regarding the cultural appropriateness of the Ana Dil Turkce e-learning objects. The findings indicate that the cultural learning objects inside the e-learning system are deemed adequate, albeit requiring further development and enrichment.

The aim of this research is to adapt the 24-item "Learner Autonomy Scale" developed by Sereti and Giossos (2018) in higher education samples into Turkish by examining the psychometric properties of high school and secondary school samples, and to determine whether these groups are equivalent in terms of measurement invariance. The scale was applied in high school (n = 475) and secondary school (n = 395) samples consisting of 870 students. Different from the original four-factor scale form, EFA applied to both groups revealed a two-factor (factor load range: 0.308-0.775) and 21-item. Correlation values (r = 0.209-0.392, p?0.001) indicate that the factors are not strongly related. The factors produced adequate internal consistency coefficients ([alpha] = 0.706-0.866; [omega] = 0.708-0.871) and were validated by meeting the fit indices accepted in the literature for CFA. Measurement invariance tests revealed strong invariance for the structural and metric tests and partial invariance for the scalar test in high school and secondary school samples. More research is needed to determine why the intersections of items 19, 20, and 21 are not invariant. The main contribution to "learner autonomy" in this study is the adaptation and justification of a valid and reliable measurement tool for determining autonomy in the adolescent age group. The use of the adapted scale in different educational environments and in the examination of "autonomy" by adapting it specific to the field (science, mathematics, etc.) will provide important implications for further theoretical studies.

In this study, the Mathematical Knowledge for Teaching-Elementary Patterns Functions and Algebra-Content Knowledge (MKT-PFA) test, originally developed in English as part of the "Learning Mathematics for Teaching Project" at Michigan University, was adapted into Turkish. The test comprises two equivalent forms, A and B, each translated into Turkish and culturally adapted through consultations with two mathematics education academics and five secondary school math teachers pursuing doctoral studies. A total of 328 preservice teachers at a Turkish public university's elementary school mathematics teaching department were administered form A (14 questions, 29 items) and form B (12 questions, 27 items) at a one-week interval. Psychometric analyses revealed high reliability (KR-20: A=0.712, B=0.735; Lord reliability: A=0.733, B=0.756), and strong correlations (r[subscript pbi]) with the original English forms, indicating suitable adaptation. Item difficulties analyzed using a one-parameter Item Response Theory model showed a normal distribution, affirming the tests' validity for assessing preservice teachers' algebra teaching knowledge in Türkiye.

The study aims to introduce to the Turkish culture a measurement tool that has proven validity and reliability in determining the level of quiet quitting among teachers. It involves the analysis of the validity and reliability of the Quiet Quitting Scale, as the scale is adapted to the Turkish culture. The scale, originally developed in English, was adapted to Turkish using data from teachers employed in public schools who were selected through convenience sampling. Confirmatory factor analysis was initially used to assess the construct validity of the original structure of the scale within the Turkish context. The findings indicated a good fit to the four-factor model, supported by adequate factor loadings and fit indices, thus confirming the scale's validity within the Turkish culture. Reliability evaluation included internal consistency coefficients, test-retest stability, and composite reliability, all exceeding the threshold values. The test-retest analysis confirmed the stability of the scale, while the composite reliability analysis further supported its reliability. Measurement invariance across gender and tenure was examined, confirming that the scale can provide reliable comparisons across these demographic groups. Overall, these results demonstrate the successful adaptation of the Quiet Quitting Scale to Turkish culture and are supported by strong evidence of its validity and reliability.

This study aims to conduct the Turkish adaptation, validity, and reliability study of the Theory of Mind Inventory-2 (TOMI-2) developed by Hutchins and Prelock (2016) for 3-5-year-old children. The study group consists of 310 mothers with children in the 3-5 age group in Konya city center. Personal Information Form and Theory of Mind Inventory-2 (TOMI-2) were used as data collection tools in the study. After the TOMI-2 was translated into Turkish, the normality assumption was checked with the "Shapiro-Wilk" test. The relationship between two continuous variables was evaluated with the Pearson Correlation Coefficient. Exploratory Factor Analysis, Confirmatory Factor Analysis, Content Validity, Criterion Validity, and Reliability analyses were also used in the study. The findings of the analyses show that the Turkish version of the TOMI-2 is a valid and reliable measurement tool for children aged 3-5, with 60 items in the original form.

This study aims to adapt the Academic Entitlement Scale to Turkish culture and examine the scale's measurement invariance according to gender. The study was conducted with 372 university students aged 18 and 54 (I = 20.90). The study used the Academic Entitlement Scale, Rosenberg Self-Esteem Scale, Narcissistic Personality Inventory, and Locus of Control Scale as data collection tools. Confirmatory factor analysis was performed to identify the construct validity of the scale. The measurement invariance of the scale according to gender was examined using multi-group confirmatory factor analysis. Correlations between research variables were analyzed with the Pearson Correlation Test. Cronbach's Alpha was performed to measure the internal consistency reliability of the study. As a result of the analyses, it was determined that academic entitlement was positively correlated with self-esteem and external locus of control. In addition, it was revealed that the externalized responsibility sub-dimension was positively correlated to narcissism. The research findings indicate that the scale is a valid and reliable measurement tool within Turkish culture.

In the present study, the Teacher Formative Assessment Literacy Scale (TFALS), developed by Yan and Pastore (2022a), was translated into Turkish to examine the factor structure and psychometric characteristics of the scale in a Turkish sample. Data was collected from 318 teachers, of whom 168 were males and 150 were females, working in different state schools in a city in the Central Anatolia Region of Türkiye. As the first step, the scale items were translated and back-translated by experts in both English and Turkish. Afterward, experts were presented with the scale to check for consistency and accuracy based on the feedback received. A pilot study was carried out to establish the linguistic equivalence of the scale, followed by an examination of its structural validity in a Turkish sample. To demonstrate evidence of the confirmed factor structure of TFALS with 22 items, the confirmatory factor analysis (CFA) was conducted. The CFA results demonstrated that the three-factor model of the TFALS-Turkishversion had adequate fit indices. The Cronbach's alpha coefficient of the total scale was found to be 0.93. The Cronbach's alpha for each of the dimensions of TFALS was 0.90 for the conceptual dimension (7 items), 0.86 for the practical dimension (8 items), and 0.88 for the socio-emotional dimension (7 items). Composite reliability coefficients of the dimensions ranged from 0.78 to 0.84. The results of this study provide important evidence for the validity and reliability of the Turkish version of the TFALS, confirming that it has good psychometric properties in a Turkish sample.

In this study, the 21st-century skills teaching levels of teacher candidates were assessed based on factors such as gender, age, department of study, daily internet usage, the reason for use, family income, residence, and whether or not they had previously heard of 21st-century skills. The research data was gathered using the ten-item 21st Century Skills Teaching Scale, which falls into the following categories: problem-solving, teamwork, innovation, and the benefits of technology Özyurt (2020). Frequency, percentage, t-test for independent groups, Mann Whitney U test, One-Way Analysis of Variance (ANOVA), and Kruskal Wallis H test were used to analyze the study's data. The study's findings showed that Turkish and Turkish Language and Literature teacher candidates' 21st-century skills teaching levels were at the level of slightly proficient in all areas, including problem-solving, teamwork, innovation, and technology use. It has been found that there are differences in the 21st-century skills teaching levels of teacher candidates based on their gender, department of study, residence, and prior understanding of these skills. They also differ based on whether or not they have taken courses on these topics throughout their undergraduate education. It was determined that there was no difference in the 21st-century skills teaching levels of teacher candidates based on factors such as family economic status, age, daily internet usage, and purpose.

This paper presents insights from two interview studies with the aim of shedding light on the learning potential of studying abroad in an area where English is used as a lingua franca. The majority of previous research on study abroad focuses on students' experiences of studying abroad in target-language regions, for example learners of English studying abroad in English-speaking countries. To date, the learning potential of spending time in English as a lingua franca (ELF) contexts remains an under-researched area. The present paper draws on two separate interview studies that have been conducted with five Turkish and five Swiss study abroad students that stayed in different European ELF contexts as part of their studies at higher education institutions. The data suggests that even though the participants still partially adhere to native speaker norms, they also discuss a number of characteristics of English as a lingua franca study abroad (ELFSA) contexts that they deem conducive to learning English and enhancing their plurilingual competences.

The rapid development of information technologies in the century we live in has caused significant changes in the field of education. Today, in the information age, traditional reading models with printed materials such as books, newspapers, and magazines have been replaced by reading computers, mobile phones, presentations, and billboards. Thus, information is conveyed to students at all levels through tools such as computers, the Internet, CDs, videos, and printed materials during the education process. It has become necessary to understand the importance of this type of reading, screen reading, in the process of native language teaching and to use it effectively in practice. In this study, it was aimed to examine the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates in terms of variables such as age, gender, income level, frequency of internet use, etc. The sample group of this study in the survey model consists of 379 Turkish Language and Literature and Turkish Language Teacher candidates studying at a university in the east of Turkey. The research data was collected with the screen reading self-efficacy perception scale (Ulu, 2018), which has three subcategories: understanding, page management, and eye health dimension. As a result of the research, it is seen that the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates are generally in favor of screen reading. Additionally, as a result of the research, it was concluded that Turkish Language and Literature and Turkish Language Teacher candidates' gender and basic computer skills differ in their screen reading perceptions.

Integrating internationalized songs into English language teaching has emerged as a dynamic strategy to ignite students' interest and enhance their language proficiency. This article comprehensively explores internationalized songs' significance in language education. A central focus lies on a detailed case study that demonstrates how the expertise of a Turkish musician was leveraged to select and that of field experts to translate and refine a local children's song for educational purposes. The study meticulously details the collaborative efforts among educators to tailor the song's content to meet language learning objectives, highlighting the transformative potential of such initiatives in the English language classroom. By immersing themselves in this practical example, educators can gain invaluable insights into the versatility of internationalized songs as effective tools for language instruction, thereby enhancing their teaching practices. Furthermore, the article underscores the importance of incorporating cultural elements into language teaching materials to foster intercultural competence among students. Educators can create immersive learning experiences that promote linguistic proficiency, cultural awareness, and appreciation by integrating internationalised songs.

In order to identify the acquisitions foreseen for middle school children in the book "Iz Pesinde" (In Pursuit of the Trail) in Mavisel Yener's "Dolunay Dedektifleri" (Full Moon Detectives) series, this study was conducted. The study sample is composed of the author's book "Iz Pesinde". Sub problems, assumptions, the importance and purpose of the research were included in the study. The work examined in this study, in which qualitative research method was used, was analyzed using descriptive analysis method. Based on this analysis, the work was read, examined, labeled, classified, and then associated with the acquisitions determined for middle school students in the Turkish Language Course (Grades 1-8) Curriculum (2019). It was concluded that Mavisel Yener's "Iz Pesinde" includes examples that match the learning outcomes in the Turkish Language Course (Grades 1-8) Curriculum. Therefore, it is believed that this work written in the field of children's literature is appropriate for the curriculum and can be used as a material in Turkish Language courses.

The concept of large-scale assessment has long been on the concern of the education system worldwide. PISA, which is one of the large-scale international assessment, has been administered in a number of countries worldwide since 2000. When PISA was first launched, there was an "unconditional acceptance" of this new application worldwide, whereas studies conducted in recent years show that all positive and negative effects of PISA are open to discussion and these discussions are increasing in number. Taking these as a starting point, the present research aimed to determine mother tongue teachers' views on PISA tests. Aiming to reveal how the changes created by the universal effect of PISA in language education are perceived and handled by teachers, this study was carried out with the relational survey method. The obtained categorical data were analyzed by frequency analysis and logistic regression. The study group consists of 98 teachers teaching mother tongue. In this research conducted to determine mother tongue teachers' views on PISA tests, teachers stated that PISA was effective in developing higher-order thinking skills in mother tongue lessons. In addition, according to teachers' opinions, PISA affects the assessment and evaluation process the most among the learning and teaching processes. According to the other findings, teachers stated that the question types in national tests changed based on PISA and they partially approved of this change. Also, they thought that PISA reading questions were incompatible with Turkey's education system, and they found Turkey's rise in the latest PISA reading skills ranking significant.

The aim of this study is to investigate the satisfaction level of students regarding the education of Turkish as a foreign language (TFL) during the pandemic caused by Covid-19. This study which was carried out to shed light on the effect of distance education practices on teaching Turkish as a foreign language, is important in terms of providing students with the opportunity to evaluate the process and raising awareness in the organization of education programs. The participants were 50 international university students who enrolled in the Turkish preparatory classes of Bursa Uludag University in the Turkish Teaching Application and Research Center (ULUTÖMER) during the academic years of 2019-2020 and 2020-2021. In the study, descriptive, relational and causal comparison methods from quantitative research methods were applied. The data within the scope of the research were obtained by using an attitude scale developed by the researcher, through a questionnaire applied to 50 volunteer students online via Google Docs Form. The analysis of the survey data was performed by using SPSS 26.0.0.0 and statistical methods such as Mann-Whitney 2, Independent Sample Test, Kruskal Wallis K, Independent Sample Test and Spearman Correlation Analysis were used to calculate the statistical findings. The statistical analysis of the questionnaire data showed that, the majority of participants who filled in the questionnaire stated that they were satisfied with the quality of online learning. In addition, students also stated that they were more satisfied with online teaching in comparison to face-to-face teaching. On the other hand, the statistical analysis further revealed that there was no significant relationship between the satisfaction levels of students learning Turkish and socio-demographic variables such as age and gender. Finally, no significant relationship was found between the comparative satisfaction levels of Turkish students and socio-demographic variables.

Over the last two decades, cyberbullying has gained increasing attention from the research community as the phenomenon has become a public health issue affecting children, adolescents, and young adults. Although several instruments assess cyberbullying worldwide, many still need to be adequately validated in different languages, countries, and cultures. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) is one instrument that aims to measure two dimensions of cyberbullying: cyber-victimization and cyber-aggression. Although the instrument has been translated into various languages and validated in several European and non-European countries, validation studies have yet to be conducted in Turkish culture. This study aimed to adapt the ECIPQ into Turkish and to investigate the psychometric quality of the instrument in Turkish population. A total sample of 632 college students participated in the study. Along with the ECIPQ, the Buss-Perry Aggression Questionnaire, the Rosenberg Self-Esteem Scale, and the Satisfaction with Life Scale were administered for validation purposes. The results showed that the Turkish version of the ECIPQ had sufficient internal consistency. The confirmatory factor analysis supported the two-factor structure of the ECIPQ. The ECIPQ showed adequate convergent validity, as evidenced by the positive correlation between the cyberbullying and aggression scores and the negative correlation between cyberbullying and self-esteem scores. In conclusion, the ECIPQ can be considered a psychometrically sound measure to assess Turkish college students' perceived cyber-aggression and cyber-victimization levels.

The objective of this research is to examine the reading texts in the coursebooks for teaching Turkish as a foreign language in terms of their reflection of core values. Employing a qualitative research model, data were collected through document analysis method. The data set of this study comprises 124 reading texts in the B1 and B2 level of coursebooks published by Yedi Iklim, Gazi, and Yeni Istanbul publishing companies. These texts were scrutinized according to ten core values in Education (justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, altruism) determined by the Board of Education of the Ministry of Education, Turkey in the year of 2017, and the obtained data were analyzed using content analysis technique. The results of the study have revealed that Yedi Iklim B1 Textbook contains 90 core values, whereas B2 Textbook contains 156 core values. Likewise, Gazi B1 Textbook comprises 82 and B2 Textbook has 152 core values. It has also been determined that Yeni Istanbul B1 Textbook is composed of 156 core values and B2 Textbook contains 87 core values. In total, it has been found out that, 723 core values are comprised across all texts in the dataset. Among these values in the texts, altruism (f=91), honesty (f=88), and self-control (f=78) are the most frequently addressed core values while justice (f=64), patience (f=63), and love (f=62) are the least addressed ones.

In order to demonstrate the effect of using podcasts on the development of A1 level students' oral reading, reading comprehension, pronunciation skills, and related discriminative listening skills of Turkish learners abroad, an 8-week podcast-supported listening practice was conducted with a group of 12 participants learning Turkish as an elective course at a university in Central Europe with the aim of improving discriminative listening skills. In this single-group quantitative design research, pretest and post-test were conducted, and the data sources were the Turkish Language Teaching as a Foreign Language A1 Level Discriminative Listening Skill Test and the discriminative listening worksheets were used in the skill development application process. As a result of the research, it was determined that the use of podcasts is effective in improving the discriminative listening skills of those learning Turkish as a foreign language at the A1 level abroad.

Societies cannot destroy the old system of faith while accepting a new religion. Human begins to transform the new belief system within the old belief system. One of the things they have to convert is the terminology of religion, which they accept. The change process of this new religious terminology can give concrete findings about the learning, adaptation, and transformation of a society to the new religion that it accepts. It takes a long time for the terminology of religion, which comes with the new religion, which is not entirely from its own language, to settle in the language of society, learning and the transformation takes place in certain stages. Determining the location of the language of the old texts in these stages will allow the dating of unspecified works and the identification of the author of the work. "Dede Korkut Stories" are important works of Turkish Language Literature. In this study, the religious terms in the Dresden and Vatican copies of "Dede Korkut Stories," which are thought to have been written after the 15th century, and the Turkistan/Turkmen Sahara copy found in 2019, were determined. I examined the determined religious linguistic terms comparatively in terms of their integration into the community language and also specify the stage at which the change and transformation of religious terminology took place.

This article aims to adapt the Flexible Thinking in Learning (FTL) scale developed by Barak and Levenberg in 2016 to Turkish culture The FTL scale, whose original language is English, consists of three sub-dimensions: "Acceptance of Learning Technologies", "OpenMindedness in Learning" and "Adaptation to New Learning Situations". During the process, language and field experts conducted mutual translations between English and Turkish to assess the language equivalence of the scale. The original scale was supplied to English teachers to measure the degree of similarity between the original language (English version) and the translated language (Turkish version). After a fifteen-day interval, the same teachers were given the adapted version of the scale. The degree of similarity between the scale's original language and its Turkish translation was calculated. Once the scale's harmony was deemed satisfactory in both languages, a pilot study was conducted to receive feedback and suggestions on the comprehensibility, applicability, and general structure of the scale. After necessary improvements were made, the scale was finalized. The Flexible Thinking in Learning (FTL) scale, which was adapted to Turkish, was applied to 516 volunteer teachers. As per the findings of the analysis, the adapted scale has three sub-dimensions, just like the original scale. The measured structure of the adapted scale was found to be consistent with the original scale's factor structure.

The aim of this study is to conduct a content analysis of theses on the Turkish Language Teaching Curriculum conducted between 2002 and 2023 in Turkey. The study includes the theses available in the National Thesis Center database and accessible to other researchers. We employed a qualitative research approach and its e method of document analysis in this study. We identified 328 theses related to the Turkish Language Teaching Curriculum through a comprehensive search in the National Thesis Center database. However, upon closer examination, we determined that 238 of these theses were not directly relevant to the Turkish Language Teaching Curriculum and therefore we excluded from the study. We analyzed the remaining 90 theses using content and frequency analysis methods. The analysis involved determining the publication year, subject area, study group, methodology, and findings of the theses, and identifying the frequencies of the determined findings. Subsequently, we presented the findings in the form of figures, graphs, and tables for better understanding. According to the results of our study, we found many theses conducted between 2002 and 2023 focused on learning outcomes, predominantly employed qualitative research methods, and that 2019 had the highest number of thesis studies. We observed that teachers were the most preferred sample group in the studies.

This study investigates the influences of early and intense L2 exposure on children's L1 causative verb production, assessed by an experimental causative verb production task. Turkish expresses causality by morphological and lexical means, whereas English does so by periphrastic and lexical means. Learning L2 English might enhance L1 Turkish causative verb production by highlighting the parallels and contrasts in causal expressions between the languages, which may result in an enriched L1 causative use. Five-, 7 -, and 9-year-old L1-Turkish L2-English bilingual (n = 80) and L1-Turkish monolingual (n = 80) children participated in the study in L1-Turkish. Results indicated that language group differences only emerged for the use of morphological causative verbs in favor of 5-year-old bilinguals compared with monolingual peers. Age group differences occurred only for the monolingual group and only for morphological verbs. Specifically, monolingual 7- and 9-year-olds performed better than monolingual 5-year-olds. Causative verb-type differences were only seen for 5-year-old monolinguals, who performed better for lexical than morphological verbs; in contrast, 5-year-old bilinguals performed equally well on the two types of causatives, and better than 5-year-old monolinguals on morphological causatives. Overall, these findings indicate that learning an L2 with structural similarities and differences compared with L1 might enhance children's awareness and correct use of causal linguistic structures.

This study presents a list of 2022 Bulgarian-Turkish cognate words that can be used to facilitate vocabulary acquisition and cross-linguistic awareness. The list was created manually through a multi-step process that involved scanning the database of an online dictionary to identify Bulgarian words that had the same or similar forms in Turkish. For each cognate word identified, its Bulgarian and Turkish forms and English meanings were recorded, and their accuracy was checked through additional sources and expert consultation. The final list of cognate words includes only those confirmed based on linguistic criteria and expert judgement. The use of cognate words in language teaching methods such as total physical response and teaching proficiency through reading and storytelling can enhance the effectiveness of these methods by helping students understand and remember new vocabulary and building their confidence in language learning. Additionally, this study highlights the potential of cognate awareness to promote peace in the world by emphasizing the commonalities among languages and cultures. By recognizing the abundance of cognates across different languages, we can reinforce the idea that we are all part of the same human family and share a common linguistic heritage. Moreover, the study demonstrates how a new and innovative multilingual education can be achieved through cognates, showing that language education does not necessarily have to be limited to bilingual instruction. The use of cognates as a tool for vocabulary acquisition and cross-linguistic awareness can open up opportunities for multilingualism and facilitate communication across linguistic and cultural boundaries. Future research could explore the use of cognate words in other language teaching contexts and investigate the potential benefits and limitations of using cognates in language learning.

The aim of this study is to examine the effect of anxiety level on foreign language success and to examine the level of anxiety in terms of various variables in learning Turkish as a foreign language. Descriptive analysis and measurement by scanning was used. Anxiety levels of students learning Turkish as a foreign language were examined in terms of various variables. "Foreigners' Turkish Learning Anxiety Scale" was applied. In conclusion; Anxiety is an effective factor in learning Turkish as a foreign language. While sufficient level of anxiety facilitates learning, high level of anxiety makes learning difficult. As a new concept, we can call it motivational anxiety. Anxiety levels of students do not differ significantly according to gender, country and time they live. When the anxiety levels of the students learning Turkish as a foreign language are examined according to the variable of the number of languages they know, there is a significant difference in favor of those who speak 4 languages or more. Since the majority of the students are at a moderate level in terms of both academic and self-esteem, it is thought that a moderate level of anxiety will contribute to success.

Collocations are understood to be integral building blocks of language processing, alongside individual words, but thus far evidence for the psychological reality of collocations has tended to be confined to English. In contrast to English, Turkish is an agglutinating language, utilizing productive morphology to convey complex meanings using a single word. Given this, we expected Turkish speakers to be less sensitive to phrasal frequencies than English speakers. In Study 1, we conducted a corpus analysis of translation-equivalent adjective-noun collocations (e.g., front door) and found differences between the two languages in frequency counts. In Study 2, we conducted a reaction time experiment to determine the sensitivity of native speakers of English and Turkish to the frequency of adjectives, nouns, and whole collocations. Turkish speakers were less sensitive to whole-phrase frequencies, as predicted, indicating that collocations are processed less holistically in Turkish than English. Both groups demonstrated that processing collocations involves combining information about individual words and phrases. Taken together, we show that speakers are sensitive to frequency information at multiple grain sizes that are attuned to the typology of different languages.

Research on first language (L1) reading has long since established the link between the proficiency of the reader and their efficiency in oculomotor control. More proficient readers make longer saccades and land closer to the word's center, which is a word's optimal viewing position, and make fewer refixations. Eye-tracking studies of second language (L2) reading have so far provided little evidence in this regard. This study analyzes spatial oculomotor measures in the Multilingual Eye-movement Corpus, which contains data on English text reading and its component skills from 543 participants representing 12 different L1s. Our analyses establish a strong role of proficiency in English, both for L1 and L2 readers of English. While most effects replicated ones observed in L1 reading, we also found that more proficient readers of English were less accurate in targeting optimal viewing positions. We link this finding to Fitts' law of motor control for aimed movements. This article discusses the theoretical implications of the novel findings for reading research.

The Music Performance Self-Efficacy Scale (MPSES) is an important scale designed to reflect the four sources of self-efficacy of Bandura by Zelenak, and has been used in many studies of music education in the international literature in recent years. This study was carried out to ensure the validity and reliability of the Turkish translation of the MPSES. Participants (N = 613) were students (men n = 291; women n = 322) in undergraduate-level music education programs in Turkey. The translation process included the following steps, which were performed by a translation group: (1) translation into Turkish, (2) back translation into English, and (3) cross-cultural adaptation. First and second-level confirmatory factor analysis results showed good model-data fit (for one main dimension and four sub-dimensions). Therefore, the Turkish version of MPSES produced satisfactory internal consistency coefficients ([alpha] = 0.75-0.91). Additionally, t-test results and item-total score correlation coefficients also revealed that the items re distinctive. Accordingly, The Turkish version of MPSES is a valid and reliable tool for determining the sources of music performance self-efficacy for those who will do research in Turkish.

It is obvious that current tools in literature that are used to measure female's sexual quality of life focus only on the objective dimension of sexual function, failing to examine quality of life on a multidimensional level. The aim of this research is to examine the validity and reliability of the ADORE for Turkish society. In the methodological research, 500 females were included. The research data was collected with "Descriptive Information Form" "ADORE" and "Sexual Quality of Life-Female (SQOL-F)." ADORE is a five-Likert-type type and 36-item scale that was developed to assess female's sexual quality of life. It has six sub-dimensions. It is stated that ADORE can better evaluate female's sexual quality of life holistically and contextually. The validity of ADORE was analyzed as linguistic, content, and construct validities. In determining the reliability of the scale, item-total score correlation, Cronbach alpha (Cr [alpha]) coefficient, Pearson correlation, split-half analysis, test-retest, and parallel form were used. Content validity index was found to be 0.90. The confirmatory factor analysis was performed for construct validity. ADORE's Cr [alpha] reliability coefficient was determined to be 0.95. According to ADORE test-retest analyses, it was found that there is a positively strong and statistically high significant correlation among scores of the scale. It was determined that there is an acceptable correlation between ADORE and SQOL-F. In determining female's sexual quality of life in Turkish society, ADORE is a valid and reliable scale. It is a useful scale for health professionals working in the clinic to evaluate female's sexual quality of life.

This paper investigates the role of English in voice assistant (Siri, Alexa, Google Assistant) use from the perspective of language ideology. Major commercial companies in the voice assistant market use English as a training language for their speech technologies and offer the most optimised support for standardised varieties of English. This affects the experiences with voice assistants of speakers of non-European languages, i.e., one of the non-target audiences. Drawing on qualitative interview data from Turkish-speaking users who migrated to Germany, the present study reveals that the participants iconize English as the "standard" language in digital contexts, constructing it as the "original" language of speaking computers. By conducting an inductive analysis, the article demonstrates that not only the lack of technological support, but also specific discourses about Artificial Intelligence, impact perceptions of English. These developments have implications for our understandings of prestige and digital literacy in human-machine interactions.

In teaching bi/multilingual students, translanguaging underscores "what students know and can do (speak two languages) instead of what they do not know (English)" (Phakeng & Moschkovich, 2013, p. 125). Employing translanguaging strategies in the mathematics classroom can create an inclusive learning environment that values students' linguistic and cultural diversity and promotes active engagement in collaborative sense making (Martinez & Yeong, 2023). This article presents Ms. Ravza (all names are pseudonyms), a multilingual secondary mathematics teacher, and her Turkish American students to exemplify how students' language switching prompted unit switching, transforming small-group and whole-group discussions while tackling an open-ended mathematics problem. Ms. Ravza's approach offers a practical example of facilitating reflective class discussions with multilingual students by allowing them to use their primary language and experience in problem solving and positioning them as their solutions' experts.

In the early years, it has become essential to support the acquisition of computational thinking, which is seen as a 21st-century skill and new literacy. A valid and reliable measurement tool is needed to develop and evaluate educational practices related to these skills. "TechCheck" is a validated unplugged assessment of computational thinking skills for young children. (Relkin & Bers in IEEE Global Engineering Education Conference (EDUCON) in 2021 (pp. 1696-1702), 2021; Relkin et al. in Journal of Science Education and Technology 29(4):482-498, 2020). This study aims to adapt and characterize a Turkish version of TechCheck-K for children aged 5-6. Validity and reliability of the Turkish version were established through classical test theory and item response theory, as had been done for the original English language version. Based on classical test theory, the confirmatory factor analysis used A tetrachoric weighted matrix to test the instrument's structure. The one-dimensional structure of the instrument was verified. The KR-20 reliability coefficient for the scale consisting of one dimension and 15 items was 0.87, which is considered an acceptable level of reliability. Rasch and 2PL models were compared with M2 statistics to determine the item and test parameters based on item response theory (IRT). The 2PL model was chosen as the best fit. Mean TechCheck scores differed based on gender, socio-economic status, past exposure to computers, and coding experience. These results indicate that the Turkish version of TechCheck-K has acceptable psychometric properties for measuring computational thinking skills in children between 5 and 6 years of age.

The aim of this study was to adapt the Positive and Negative Affect Scale for Children (PANAS-C) developed by Laurent et al. into Turkish and to examine its validity and reliability on high school adolescents. The data of the study were analyzed with four different study groups. The first study group consisted of 414 high school adolescents, 262 girls (63.3%) and 152 boys (36.7%), between the ages of 14 and 19, with a mean age of 15.80 (SD = 1.15). Confirmatory factor analysis (CFA) was conducted with the first study group to determine the construct validity of the scale and a 14-item short form of the scale was obtained. A total of 295 adolescents, 159 girls (53.9%) and 136 boys (46.1%), between the ages of 14 and 19, with a mean age of 16.06 (SD = 1.16), participated in the second study group. CFA was conducted with this group for the construct validity of the short form; a two-dimensional structure was obtained as in the original form of the scale. In addition, multiple-group CFA was conducted with the data obtained from the second study group, and cross-validation of the scale regarding gender was ensured. The internal consistency coefficient, combined reliability values, and average variance extracted values of the scale were examined with both the first and second study groups, and the values obtained were found to be acceptable. The third study group consisted of 69 high school students, 36 girls, and 33 boys, with an average age of 15.67 (SD = 0.82). The criterion-related validity of the scale was examined with the third group. As a result of the criterion-related validity study, it was found that there was a moderately positive relationship between positive emotion and life satisfaction and a negative relationship between positive emotion and depression. On the other hand, there was a moderate negative relationship between negative emotion and life satisfaction and a significant positive relationship between negative emotion and depression. The test-retest reliability of the scale was examined with the fourth study group. For this purpose, 63 students were administered the PANAS-C at 3-week intervals. Significant relationships were found for test-retest reliability, r = 0.70, p < 0.01 for the positive emotion dimension, and r = 0.63, p < 0.01 for the negative emotion dimension. The results of the study were discussed and interpreted and suggestions for researchers were presented.

This study examined putative benefits of testing and production for learning new languages. Undergraduates (N = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre- and posttests of number- and case-marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controlling for nonverbal ability and pretest scores, the retrieval-practice group performed highest overall. For number/case marking, the comprehension and retrieval-practice groups outperformed the verbal-repetition group, suggesting benefits of either recognition- or recall-based testing. For vocabulary, the verbal-repetition and retrieval-practice groups outperformed the comprehension group, indicating benefits of overt production. Case marking was easier to learn than number marking, suggesting advantages for learning word-final inflections. Explicit awareness correlated with comprehension accuracy, yet some participants demonstrated above-chance comprehension without showing awareness. Findings indicate the value of incorporating both practice tests and overt production in language pedagogy.

The first and most important step of teaching Turkish to foreigners is to enable individuals to acquire four basic language skills. Writing, which is generally considered to be the last of these skills, is seen as the most difficult skill to be acquired by students. Writing autonomy is an ability that can increase individuals' attitudes and motivation towards writing, improve students' writing skill and contribute to the accomplishment of effective and permanent learning. The purpose of the current study is to investigate the relationship between the writing autonomy and writing skill of students learning Turkish as a foreign language. The study group of the current study is comprised of 129 B1 and B2 level students attending the Turkish Teaching Centres in Mugla Sitki Koçman University, Usak University and Bursa Uludag University in the 2020/2021 academic year. In the study, the relational survey model, one of the quantitative research methods, was employed. The data of the study were collected with the compositions written by the students, a "Personal Information Form", a "Written Expression Rubric" and the "Writing Autonomy Scale". At the end of the measBurement process, the data were analyzed by using Chi-Square Test, frequency and percentage values, Mann-Whitney U Test, Kruskal-Wallis H Test and Spearman's Rho. As a result of the study, it was found that the writing skill of the students with high levels of writing autonomy was also high, and it was determined that there was a positive, low and significant correlation between the writing autonomy and the writing skillof students learning Turkish as a foreign language.

Considering it is important to what level foreign children who are included in the education system have some different skills in the educational environment, it is aimed to examine the opinions of teachers about the language, school adaptation and social skills of foreign children. In the research, qualitative research method depending on the situation pattern was used and the opinions of 20 classroom teachers on various skills of foreign children were taken. Interviews were conducted through a semi-structured interview form, and direct quotations were included in the study. Expert opinions on the relevant measurement tool were received and five questions were asked within the scope of the research. 20 classroom teachers working in primary schools in Antalya province were determined according to the criterion sampling method. Content analysis method was used in the analysis of the data. Content analysis; coding of the data, finding the themes, arranging the codes and themes, defining and interpreting the findings took place in four stages. According to the results of the research, most of the teachers stated that they saw themselves as inadequate in developing the social skills of foreign students. For this reason, it is recommended that all teachers be given in-service training on improving the social skills of foreign students. Teachers stated that they felt alone in the process of developing social skills of foreign students and that they did not know enough what to do. For this reason, it has been found important to provide the support of various institutions, organizations and individuals to teachers in this process. Teachers stated that the most important factor that negatively affects foreign students' language, school adaptation and social skills is not knowing Turkish. For this reason, it has been stated that in order to improve the social skills of foreign students, it is necessary to teach Turkish to all foreign students first, and then move on to other skills training.

The goal of the current study was to ascertain pre-service English language teachers' impressions of the impact of thematic speaking tasks on the development of their intercultural competence in an online Spoken English course. Moreover, the effect of certain demographic variables on pre-service teachers' cultural intelligence (CQ) was also investigated. The findings revealed a significant difference between the CQ of students with and without overseas experience. Pre-service teachers who could speak languages other than their mother tongue and English had significantly higher CQ scores than students who could not speak other languages. However, there was not a significant difference between males' and females' overall CQ. The results showed an increase in CQ scores when the pre- and post-questionnaire averages were compared, but it was not statistically significant. Semi-structured interviews revealed speaking tasks were effective in exposing pre-service teachers to various cultural perspectives, practices, and products.

The aim of this research is to adapt the job stress scale developed by Parker in 1983 into Turkish and to conduct a validity and reliability study. Exploratory factor analysis of the job stress scale was conducted on a sample of 167 teachers and confirmatory factor analysis was carried out on a sample of 185 teachers. The 13-item scale was first adapted into Turkish and reviewed by field experts. As a result of the exploratory factor analysis of the five-point Likert-scale, a two-factor structure emerged and it is seen that this structure explains 69.336% of the total variance. According to the exploratory factor analysis, the scale items were collected in two clusters called job anxiety and time stress. This two-factor structure was confirmed by confirmatory factor analysis. Confirmatory factor analysis fit indices are at best fit and acceptable fit levels. This adaptation research whose validity and reliability were fulfilled was found to be compatible with the results of the scale developed by Parker. The Cronbach Alpha coefficient calculated to determine the reliability of the scale was determined as 0.843. The job stress scale is valid and reliable in the sample of teachers.

Pre-school education is significant in the education of deaf children. The pre-school teacher is a gateway to realising the inclusion of deaf children in schools. In this study we investigated prospective pre-school teachers' opinions and thoughts about sign language in deaf children's education. In this descriptive study we employed the qualitative research method: semi-structured interviews were conducted with 16 prospective pre-school teachers who took the elective sign language course in the fall semester of the 2018-2019 academic year. The main themes obtained from the interviews were as follows: "Quality in early childhood education", "Innovative practices in teacher training", "Inclusive education in the pre-school period", "Effective teaching for deaf children" and "Sign language competence of teachers." The research findings suggest that prospective teachers must learn sign language that would contribute to their professional competence and that they would actively use sign language in their future professional lives.

Preschool education describes the education process of the child until primary school, and it is also within the scope of child bilingualism. This study examined the studies on bilingualism covering the preschool period in Turkey. The main statement of this study is that related postgraduate theses in different disciplines investigating the issue of bilingualism covering the preschool period are insufficient in the national literature in Turkey. This study aimed to analyze postgraduate theses between 2003 and 2022 registered in the Turkish Higher Education Institution (YÖK) database and to break down different variables. The main findings are that bilingualism studies are mostly concentrated on master's theses, they are not the subject of doctoral theses. Furthermore, education- and teaching-oriented theses are at the forefront and should be handled together with other disciplines. The model of the study is a qualitative case study, and the data of the study were obtained from theses on the website of YÖK. In the analysis of the data, the bibliometric technique is used, and statistics about the subject are created.

The notion of multilingual students' first language has been advocated as a resource in mathematics learning for some time. However, few studies have investigated how implementing students' L1 in the teaching practice impacts multilingual students' mathematics learning opportunities. Based on a 9-month-long ethnographic study conducted in Iran, we investigate what a long-term shift from mathematics teaching in the language of instruction (Persian) to mathematics teaching that includes students' first language (Turkish) may mean in terms of learning opportunities. In language positive classrooms, students' socialization into mathematics and language includes using students' first languages and paying explicit attention to different aspects of language use in mathematics. Among other things, socialization events provide possibilities to share explanations of mathematical thinking. The results of this study suggest that using students' first languages may reinforce other language positive socialization events and provide mathematics learning opportunities during individual assignment activities. Furthermore, the results suggest that the conceived value of mathematics education in the local communities changed with the introduction of students' L1 in the teaching practice. Consequently, this study indicates that using students' first languages in mathematics classrooms may be a key issue in multilingual contexts.

This study aims to investigate the validation of the Rapid Interactive Screening Test for Autism in Toddlers (RITA-T) in Turkish toddlers between 18 and 36 months of age. Children aged 18-36 months were referred to the department of child psychiatry for concerns of autism spectrum disorder, language disorder, developmental delay, and typically developing children were enrolled. A total of 81 toddlers participating in the study received clinical interviews according to the "Diagnostic and Statistical Manual of Mental Disorders" (5th ed.) and the Childhood Autism Rating Scale. They received the translated RIT-T from reliably trained and blinded providers. Parents completed the Modified Checklist for Autism in Toddlers form. A cut-off score was calculated based on the sensitivity, specificity, positive, and negative predictive values of the RITA-T total score that best differentiates autism spectrum disorder diagnosis. For all participants, the RITA-T total score correlated with the Modified Checklist for Autism in Toddlers (r = 0.715) and the Childhood Autism Rating Scale total score (r = 0.825). Using a cut-off score of [greater than or equal to]17, the RITA-T had a sensitivity of 0.90 and a specificity of 0.927 for identifying autism spectrum disorder risk. The area under the curve was 0.977. Our findings demonstrate that the RITA-T is effective in Turkish toddlers for the early identification of autism spectrum disorder, early intervention settings, and allowing access to treatment.

This methodological study aimed to assess the validity and reliability of the Turkish version of the Evaluation of the Impact of Hearing Loss in Adults (ERSA) questionnaire for individuals with treated hearing loss. The study involved 200 participants, and both exploratory factor analysis and confirmatory factor analysis were used to examine structural validity. External validity was assessed by correlating ERSA scores with the Abbreviated Profile of Hearing Aid Benefit (APHAB). Internal consistency and test-retest reliability were evaluated using Cronbach's alpha and the intraclass correlation coefficient, respectively. The Turkish ERSA demonstrated strong psychometric properties, with significant correlations between APHAB and ERSA scores and excellent internal consistency and test-retest reliability. The findings suggest that the Turkish ERSA is a valid and reliable tool for evaluating the impact of hearing loss in individuals.

Previous studies on lexical focus on form (FonF) have mostly centred on FonF in reading with a few pre-selected lexical items. This study investigated the contribution of oral incidental FonF to developing learners' lexical knowledge in a free discussion EFL class. Incidental FonF was provided to 15 upper-intermediate learners who participated in 10 sessions of a meaning-oriented class. To gauge the retention rate of the lexical focus on form episodes (FFEs), two individualized multiple-choice achievement tests based on the lexical FFEs the learners reported to have no previous knowledge of in their uptake sheets were administered every five sessions, and two delayed posttests were given five weeks following each immediate posttest. Moreover, the participants were asked to compose two prompt-based writings on topics selected out of the covered themes in the posttests. Thematically relevant lexical FFEs extracted from each learner's uptake sheets made up the tailored prompts per learner. Results indicated rather high effectiveness of oral incidental FonF in developing learners' receptive and productive lexical knowledge in both short and long terms. The findings also revealed that learners fail to develop knowledge of the grammatical aspects of some lexical FFEs if their attention is merely drawn to their meaning aspects.

With online learning being on the agenda again in higher education, university students had different views about the online learning process. While some students evaluated this process as an advantage, others expressed the difficulties of the process. There are reasons, such as students' ability to organize their learning processes and being aware of their capacities under these different views. It was observed that students possessing such skills implement various strategies during the learning process and adapt it to their needs. Self-regulation is a prerequisite for a successful learning process and emphasizes the learner's autonomy and personal preferences. Self-regulation skills have become more noteworthy, especially in the online learning process, where students become passive recipients. While students who have developed self-regulation skills in the online learning process are successful, students who do not have this skill are more disadvantaged. Therefore, in this process, we come across two opposite groups, those who turn online learning into an advantage and those who cannot manage this process. This study aimed to assess the self-regulated learning skills of pre-service Turkish teachers who underwent online learning. This study was designed according to the descriptive survey method and was limited to 1st, 2nd, 3rd, and 4th-grade students in the Department of Turkish Language Teaching. In this study, Online Self-Regulated Learning Scale used developed by Barnard et al. (2008) and adopted into Turkish by Samsa Yetik (2011). The obtained data were analyzed with the IBM SPSS Statistics 25 program. This study found that pre-service teachers' online self-regulation skills differed depending on their previous experience with distance education. Significant differences were found in different sub-dimensions of pre-service teachers' online self-regulation skills based on synchronous or asynchronous attendance in distance education courses.

Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor's input and the students' output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.

This study aims to determine the cognitive awareness of reading strategies of secondary school students, the relation between the cognitive awareness of reading strategies and writing anxiety, and the common effect of some variables on cognitive awareness of reading strategies. This quantitative study is an example of a relational survey model with correlational research features. Data have been collected through two different scales. 339 secondary school students have participated in this research. Mean, frequencies, standard deviation, Pearson Correlation Coefficient, Simple Linear Regression, and Two Way Anova have been used for data analysis. As a result of the study, secondary school students have good cognitive awareness of reading strategies, and there is a negative relation between cognitive awareness of reading strategies and writing anxiety. Verbal academic success is a predictor of cognitive awareness of reading strategies, and the common effect of gender and writing anxiety doesn't influence cognitive awareness of reading strategies.

Listening skill, which is known to be in a mutual relationship with reading aloud, reading comprehension, and pronunciation, manifests itself in the form of discriminative listening skill in the case of true beginners who have started to learn a foreign language. The aim of this research is to present learning outcomes aimed at improving the discriminative listening skills of A1-level students learning Turkish abroad. In this research, which was carried out with the screening model, one of the qualitative research methods, first of all, the literature was examined. Afterwards, a pool of learning outcomes that can be used within the scope of discriminative listening skill in teaching Turkish as a foreign language was created. This pool of suggestions was obtained by exchanging ideas through online meetings between the researchers and three experts. The suggestion pool consists of 20 objectives, which were emailed to eight experts for validation. The collected data were analyzed through Lawshe Rule calculations. After these stages, the data were reduced to eight objectives. The results have useful implications for the field of Turkish as a foreign language learning.

This study involved qualitative research in the form of a case study to examine the intercultural sensitivity of Turkish language teachers. In the study, criterion sampling was selected and an interview form consisting of seven open-ended questions was applied to 20 Turkish language teachers. Participants working in secondary schools, which are basic education institutions affiliated to the Ministry of National Education, and in units related to assignment in different provinces of Turkey. The research questions were prepared by considering the five following dimensions of the Intercultural Sensitivity Scale developed by Chen and Starosta (2000): interaction engagement, respect for cultural differences, interaction self- confidence, interaction enjoyment, and interaction attentiveness. Content analysis, a qualitative data analysis method, was used. As a result of the study, it was seen that most of the participants exhibited a generally appropriate attitude in terms of having intercultural sensitivity. Some of these participants who exhibited an appropriate attitude had deficiencies in terms of some dimensions of intercultural sensitivity. On the other hand, a significant portion of the participants did not exhibit an appropriate attitude in terms of having intercultural sensitivity in general. At the rest of the paper, some suggestions are made in order to improve teachers' intercultural sensitivity and to overcome their deficiencies.

Video games, as the most frequent tools of computer technologies, have been integrated into classroom teaching through experimental studies. However, there is still much to investigate if and to what extent video game involvement (VGI) in informal settings can influence students' language learning motivation (LLM) in formal settings. Adopting a survey methodology with the participation of heavy and frequent video game players, this study examined 100 high school students' LLM, both instrumental and integrative, and their VGI. The relationship between LLM and VGI was also examined from various angles. Descriptive, inferential statistics and correlation tests were employed for data analysis. The results revealed that the students had moderate LLM, with stronger and statistically significant integrative motivation (z = -3407, p = 0.001). Despite being negative and weak, VGI in English correlated with LLM (rs = -0.355, p < 0.01), integrative motivation (rs = -0.347, p < 0.01), and instrumental motivation (rs = -0.339, p < 0.01). However, a very strong and statistically significant correlation was found between VGI in English and the time spent doing so (rs = 0.948, p < 0.01). A Mann-Whitney U test showed statistically significant difference in both LLM and integrative and instrumental motivation between VGI in Turkish and VGI in English (p < 0.05). The findings could highlight the significant role of integrative motivation on LLM. The close relationship between VGI in English and the time spent doing so, and also the statistically significant difference between VGI in Turkish and VGI in English, could suggest VGI as an opportunity for learners to interact more easily with English speakers and get to know them more and better.