Abstract
Abstract: The main aim of this study was to explore the technology-based language-learning needs of individuals learning Turkish as a foreign language. In this scope, the study sought to identify the reasons the participants chose to learn Turkish, the language-learning areas that they found the most difficult, the language-learning areas that required most support, their reasons for needing technology, their competencies in using technology, the pathways followed, the technological materials/tools required, and whether there was a need for a specific curriculum of study. The study included 312 students registered in Turkish language teaching centres at five different universities, as well as eight instructors in these language centres. The results revealed that the participants chose to study in Turkey due to the high-quality educational opportunities, their appreciation for the country, and the scholarship opportunities available. The participants indicated that writing was the most difficult skill in learning Turkish. On the other hand, reading was the less difficult skill. The findings revealed that technology was much-needed by both the students and instructors. In particular, technological support was required for listening and speaking skills. The study also showed that the instructors needed a curriculum of study in order to teach Turkish as a foreign language.
Highlights
In the new era of communication that we live in, individuals are often required to learn a foreign language
This study aimed to identify the need for technology among both individuals who were learning Turkish as a foreign language and their instructors, and to assess whether their need varied in terms of the four basic language skills
The findings of this study revealed that foreign students who were learning Turkish in Turkey chose to study in the country for several reasons, including the high quality of the education, their affection for the country, and scholarship and educational opportunities
Summary
In the new era of communication that we live in, individuals are often required to learn a foreign language. In the context of language-learning, a need can be described as a deficiency in a specific language skill; in other words, it refers to the difference between the existing and potential capabilities of a learner. This highlights the fact that needs are objective realities that have to be identified and analysed (Richards, 2001). According to Albayrak (2003), a need is shaped by the demands of students as they emerge during the education process, and by the actions that students take relating to the language that they are learning
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