Turkish Students Research Articles

Salmon's five-stage model and E-Portfolios: a pathway to intercultural communication skills in virtual learning during COVID-19

The article presents the research results of a transnational virtual exchange (VE) project, the Intercultural Digital Community Buiding conducted with EFL Algerian and multidisciplinary Turkish students that started a few days before the COVID-19 pandemic. It aimed to investigate how Intercultural Digital Community Building enhances participants' intercultural communication skills based on Salmon's five-stage e-tivities for an e-moderating and project-based training course aligned with the experiential approach. Additionally, it assesses the effectiveness of e-portfolios as reflective tools to document and facilitate the development of these skills. The research opted for a qualitative-dominated mixed methods approach, involving 26 students (n=15 Algerian and n=11 Turkish) over three months during the COVID-19 pandemic. The findings revealed significant improvements in the participants' intercultural communication skills, attributed to Salmon's e-tivities-paced online learning and the reflective nature of the course. E-portfolios' results proved effective for participants and researchers to track progress and reflect on learning experiences, suggesting that incorporating structured experiential learning and reflective practices into virtual exchange programs can substantially enhance intercultural communication skills. Future research should explore such virtual exchanges' long-term impacts and scalability across diverse educational contexts and academic fields.

Using Generative Artificial Intelligence in Exams: A Research on KPSS with ChatGPT

ChatGPT is a language model developed by OpenAI that uses generative artificial intelligence (GenAI) algorithms for natural language processing (NLP) tasks. It is a popular Chatbot due to its impressive ability to respond consistently to users' various prompts. In this study, the Public Personnel Selection Examination (KPSS) questions, organized by ÖSYM (Turkish Student Selection and Placement Center) every year, were asked to ChatGPT, and its performance was evaluated. The evaluation was made based on fundamental text questions asked in the last three years (2021-2023) in Biology, History, Geography, Turkish Language Literature, and Social Studies in KPSS. This study also aims to investigate the accuracy and reliability of the questions asked to ChatGPT in the field of KPSS educational sciences. According to the research results, ChatGPT's KPSS knowledge and interpretation skills are significantly lower than the university graduate candidates who took the exam. Some suggestions are included for better Chatbot performance, more effective prompt engineering and ethical use of these tools.

Effectiveness of the multi-component reading intervention program in supporting fluency and motivation of Turkish primary school students with learning difficulties

ABSTRACT This study aimed to evaluate the effectiveness of the Multi-Component Reading Intervention Program (MRIP) developed to support reading fluency skills and reading motivation of third and fourth grade Turkish students with learning difficulties (LD). The changing criterion design, a single-subject research method, was used in determining the effectiveness of the MRIP. Five students aged 9–10 with LD participated in the study. For all participants, reading fluency is improved through MRIP. The results of this study manifested that the MRIP was effective in improving the reading fluency performance of students with LD and the participating students could maintain their skills 1 week, 2 weeks, and 1 month after the implementation of the MRIP. Findings suggest that experts should benefit from the MRIP to improve the reading fluency skills of Turkish students with LD.

Training Methods for Students-Foreigners with the English Level Lower than A1

The English language level of students-foreigners who are going to study at Ukrainian Universities plays a crucial role especially in the cases when their future practical lessons and lectures are delivered in English. The group of Turkish students who had to undergo the training in Medical University as future doctors demonstrated during the preliminary linguistic tests that English (and Ukrainian) knowledge of the majority of students was even lower than A1 level. The causes were as follows: the low level of school education, geographical position of their native places, i.e. their remoteness from the cultural centers of the country, age (the younger the worse) and others. The situation made the Ukrainian teachers, who were responsible for their English training, use some uncommon methods, which should have led to positive results. The methods are as follows: first of all to brake the opposition “teacher – students” which allows to put teachers and students in the same social position; to forbid the use of computer translator during the lessons except for learning the new lexis to stop the irresponsible attitude of students to classes; to control psychological situation during the training and follow the University psychologists advices. The results of such methods use are described in the presented article.

Almanya’da Yetişen İki Dilli Türk Kökenli Çocukların Türkçe Öğreniminde Karşılaştıkları Motivasyon Süreçleri

The Turks, who migrated to Europe as "guest workers" in the 1960s, have settled in Europe. The majority of Turks who migrated to Europe currently live in Germany. In order to strengthen the ties of Turkish students living in Germany with the Turkish language and Turkish culture, the Ministry of National Education of the Republic of Turkey initiated "Turkish Language and Turkish Culture" courses in schools located in Germany. Teachers from Turkey have been appointed to provide this education. The inability of children from Turkish immigrant families to fully learn both German and their mother tongue negatively affects their social lives as well as their academic success. Consequently, this leads to educational problems. The aim of this study is to evaluate the motivation processes faced by bilingual and Turkish-origin children living and receiving education in Germany during their Turkish language learning process. Keywords: language acquisition, listening, bilingualism, mother tongue, immigrant

Teacher-Related Demotivating Factors Reducing Students’ L2 Learning Motivation

This study aims to reveal the factors caused by the teacher that reduce the motivation of the student towards learning Turkish. The findings indicated that demotivating factors were teachers’ instructional styles and teaching skills, teaching method, the teacher's personality, the teacher's attitude, the teacher's behaviors, the teacher's classroom management skills, the teacher's competence, the teacher's commitment to the job. This study theoretically extends previous demotivational measurements and the conceptual frameworks of L2 demotivational factors from English language learning to L2 Turkish learning. Also, It is important in terms of notable pedagogical implications are provided for L2 Turkish educators to reveal the demotivational constructions and to stimulate the motivation of L2 Turkish students. In addittion, It is essential for taking some remedial measures and taking into account the needs and expectations of the students while determining the teaching methods.

Assessment of student ICT competence according to mathematics, science, and reading literacy: evidence from PISA 2018

To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students’ ICT competencies, and subject-related ICT use. In this paper, we analysed this ICT assessment in terms of validity construction of test scores with data from PISA 2018 and investigated ICT competence in relation to the variables of mathematics, science, and reading literacy. The analyses were based on public data from PISA 2018 for Turkey (N = 6890). After removal of univariate and multivariate outliers from the Turkish sample, factor analysis, correlation analysis, and structural equation modelling were performed on 5438 data items. In the study, we confirmed the four-dimensional structure of ICT competence for the Turkish sample. In this study, the construct validity of the PISA 2018 application ICT test was verified using the Turkish sample. The ESCS variable was included as a control variable in the analyses due to its significant impact on the relevant variables. The analysis showed that the mathematical literacy scores of the PISA 2018 Turkish students were positively low affected by the availability of ICT, negatively low affected by the entertainment of ICT, and positively low affected by the interest and perceived competence in ICT, use of ICT for educational purposes at school and outside school, and the use of ICT related to the subject. Considering the ICT variables that affected the PISA 2018 students’ science literacy scores; the entertainment of ICT and the interest and perceived competence in ICT significantly low affected the students’ use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect their science literacy scores. While the entertainment of ICT negatively low affected the science literacy scores, interest and perceived competence in ICT and use of ICT for educational purposes at school and outside school positively low affected the students’ use of ICT on the subject. Finally, when we look at the ICT variables that low affected the students’ reading literacy scores; and use of ICT for educational purposes at school and outside school and the interest and perceived competence in ICT significantly positive low affected the use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect reading literacy scores. While the entertainment of ICT negatively low affected reading literacy scores; interest and perceived competence in ICT positively low affected the use of ICT on the subject.

Evaluation of university students’ Mediterranean diet quality and sustainable eating behaviors: a cross-sectional study

ABSTRACT The study aimed to evaluate University Students’ diet quality and sustainable eating behaviors, with the intention of developing strategies to promote healthy eating habits. We questioned the sociodemographic characteristics and general eating habits of the students. We administered Mediterranean diet quality scale (KIDMED) and Behaviors Scale Towards Sustainable Nutrition (BSTSN) to 300 Turkish students. We found that 163 of the students’ diet quality was moderate level. KIDMED score positively correlated with the BSTSN score (r=0.306, p<0.001). When higher night eating habits predicted lower diet quality (β=-0.117, p=0.038), higher main meals and sustainable eating behavior predicted higher diet quality (β=0.145, p=0.009 and β=0.258, p<0.001, respectively). The results indicate that students generally have moderate diet quality, which sustainable eating behaviors can enhance. Night eating habits and dietary patterns impact diet quality, highlighting the importance of meal planning. To promote healthy eating, universities should incorporate sustainability into curricula and provide supportive facilities.

KUZEY MAKEDONYA TÜRKÇE DERSİ ÖĞRETİM PROGRAMI KAZANIMLARININ YENİLENMİŞ BLOOM TAKSONOMİSİNE GÖRE İNCELENMESİ

This study aims to examine the achievements of the Turkish Language Curriculum for the second stage of primary education in North Macedonia according to the Revised Bloom's Taxonomy. A qualitative research method was used in the study to determine the taxonomic distribution of the achievements of Turkish students living in North Macedonia in learning Turkish as their mother tongue. Data were collected from the Turkish Language Curricula for 4th, 5th, and 6th grades published by the North Macedonian Bureau for Development of Education. The research revealed that the Turkish Language Curriculum relies on factual and conceptual knowledge. However, it was found that metacognitive knowledge is not sufficiently included. In the cognitive process dimension, remembering and understanding were predominant, while applying, analyzing, evaluating, and creating were less represented. The findings indicate that the Turkish Language Curriculum in North Macedonia needs to be updated and enriched. In conclusion, to provide students with a more comprehensive and in-depth learning experience, metacognitive knowledge and higher-level cognitive processes should be integrated into the curriculum. Keywords: North Macedonia, Turkish, Turkish curriculum, Revised Bloom Taxonomy, objectives

Almanya'da Çok Kültürlü Ortamda Yetişen Türk Kökenli Çocuklara Türkçe Öğreten Öğretmenlerin Değer Yargıları

The value judgments held by teachers responsible for instructing Turkish to children of Turkish origin in Germany’s multicultural context warrant rigorous analysis. This study seeks to critically examine the role these educators play in perpetuating the Turkish language among new generations, following the mass migration of Turkish citizens to Germany since 1961, and to evaluate the impact of these value judgments on the students’ linguistic and cultural development. The value judgments of teachers are posited as a significant factor in the formation of students’ cultural identities and the preservation of their mother tongue, underscoring the profound influence of educators’ attitudes on students’ language acquisition and cultural integration. In a diverse society like Germany, the preservation and development of cultural identity among Turkish students is imperative for their social integration and personal development. This research aims to contribute to the formulation and enhancement of educational policies for teachers of Turkish abroad by elucidating the effect of teachers’ cultural value judgments on students’ value perceptions. Furthermore, this study aspires to serve as a critical reference for shaping educational strategies for children of Turkish origin in Germany. Keywords: Germany, Turkish, Bilingualism, Value Judgments, Turkish Language Teachers

Comparing Level of Happiness and Depression Between Turkish and International Medical Students

This cross-sectional study was aimed to compare happiness and depression levels among group Turkish and international medical students in Istanbul, Turkey. Data were collected through an online survey that included demographic inquiries, the Oxford Happiness Scale, and Beck’s Depression Inventory II. Significant contrasts emerged in demographic and lifestyle factors between Turkish and international students. Turkish medical students displayed a higher prevalence of unhappiness, although this difference was not statistically significant (66.3% for Turkish students vs. 59.1% for international students; χ² = 2.472, p = 0.116). Conversely, no marked differences were observed in the severity of depression between the two groups (χ² = 0.028, p = 0.986). Conversely, no marked differences were observed in the severity of depression between the two groups (χ2 = 0.028, p = 0.986). Logistic regression analyses revealed noteworthy associations. Factors such as age, academic phase, family history of psychiatric illness, and prior psychiatry treatment were linked to heightened odds of experiencing unhappiness among students. Similarly, significant predictors of depression included a family history of depression and prior psychiatry treatment. However; gender, age, relationship status, accommodation, alcohol consumption, smoking habits, and repeated academic years did not exhibit significant associations with unhappiness among the sampled medical students. While the models demonstrated modest explanatory power, these findings emphasize the urgent need to address mental health issues among medical students. Tailored interventions targeting specific vulnerable subgroups are crucial and further research is needed to identify additional factors contributing to psychological distress in this demographic.

Unfinished nursing care occurrence, priority order and reasons as perceived by nursing students: An international study.

The study aimed to measure and compare differences (a) in the unfinished nursing care interventions overall and the order in which they are left unfinished; and (b) in the underline reasons, as perceived by Italian, Slovak and Turkish nursing students. In recent years, in the nursing education context a novel line of research in the field of unfinished nursing care as those interventions required by patients, but omitted or delayed, has emerged. However, no studies have been conducted at the international level. An international, comparative cross-sectional study was performed in 2022-2023 and reported here according to Strengthening the Reporting of Observational Studies in Epidemiology guidelines. A multinational research network was formed with a convenient sample of 13 universities and 60 campuses (4595 students). The Unfinished Nursing Care Survey for Students (UNCS4S) was administered. A total of 1850 students participated. According to the UNCS4S total score, Italians reported an average 50.9 out of 110 unfinished nursing care interventions (CI95 % 47.6-54.1), Slovakians 54.9 (CI95 % 53.7-56.1) and Turkish students 50.4 (CI95 % 49.2-51.5) (p<0.001). Some interventions were reported more often as unfinished across countries as supervising the task assigned to the nursing aides, going to the patient without being called, spending the required time with the patient and their caregivers and emotionally supporting patients and their caregivers. In terms of reasons, total scores were statistically different across countries (Italy: 45.92 out of 90, CI95 % 43.91-47.9; Slovakia: 62, CI95 % 61.02-62.98; Türkiye: 72.29, CI95 % 71.13-73.45; p<0.001); however, at the factor level, communication issues, lack of material resources and issues in supervision of nursing aides were reported in all countries as the most important reasons of the unfinished nursing care. Students learn to shape and set priorities early in their nursing careers with similar order in what to leave unfinished as first, despite the different educational structures, care cultures and healthcare systems. Among the unfinished nursing care reasons perceived, the most influential were similar across countries, suggesting common areas for improvement. How to better prepare students to be resilient and capable of managing the challenges posed by unfinished nursing care episodes due to the lack of resources and communications issues should be considered as a priority by nurse educators.

Ethical values held by nursing students. Comparative study in two country

IntroductionEthical values are a guideline for behavior in certain situations. They take on particular importance in patient care. Ethical values depend on many factors including culture. The aim of this study is to compare the ethical values of nursing students.MethodsA cross-sectional study design was used. A total of 463 students participated in the survey, including 191 from Poland and 272 from Turkiye. The study was conducted from April to June 2022. For the purposes of this study was used Ethical Values Scale (IEVS). The criteria for excluding participants from the study were nursing student status and consent to participate in the study.ResultsThe IEVE total score for all respondents was 68.20 and the median was 68. In the individual subscales: Love-Respect 34.76 (median 35), Justice-Honesty 21.29 (median 21) and Cooperation 12.14 (median 12). Polish students’ total IEVS score average was 70.48 ± 6.81 and Turkish students’ IEVS total score average was 66.61 ± 9.65. There is a statistically significant difference between the total score average on the IEVS of students from the two countries (p < 0.001).ConclusionStudents in both countries generally demonstrate high ethical standards. There are noticeable differences between the responses of students from Poland and Turkiye.

Comparison of Nasal Anthropometric Measurements of Turks Living in Different Geographical Regions

Aim: Determining the anthropometric characteristics of the nose, which is located in the center of the face, plays an important role not only in surgical procedures but also in identifying ethnic differences. This study aimed to examine the nasal similarities and differences between Kazakhs and Turks who have lived in different regions for more than a thousand years. Material and Methods: The study included 200 Turkish students and 200 Kazakh students. For each student, sixteen distance measurements and five angle measurements of the nose were taken. The photographs were taken using a digital camera mounted on a tripod, with a distance of 1.50 meters between the photographer and the student participating in the study. Digital photographs of the front, left side, and base of the nose were taken in the Frankfurt Horizontal Plan, which is the standard head position. The photographs were transferred to the DIGIMIZER software, where measurements were made using anthropometric points previously determined. Results: The findings reveal that among both societies, nasal measurements tend to be greater for males compared to females. Conversely, females exhibit higher nasofrontal (p=0.001) and nasolabial (p=0.001) angles compared to males. Moreover, Turks generally exhibit greater nasal length (p=0.001), width (p=0.001), and height (p=0.037) than Kazakhs, whereas tend to have lower nasofrontal (p=0.001) and nasolabial (p=0.001) angles than Kazakhs. Conclusion: Nasal anthropometric measurements for males were generally higher than for females. In addition, all measurements differed between Turks and Kazakhs. The results of this study will be useful for future anthropometric studies.

Assessing pressure injury knowledge among Jordanian and Turkish nursing students: A cross-cultural comparison

AimPressure injuries, a prevalent issue in healthcare settings, have profound physical and emotional implications for patients and healthcare providers. However, further evidence is needed regarding the level of nursing students’ knowledge of pressure injuries in the Middle East, a region where healthcare is rapidly evolving. This study examines the knowledge levels regarding pressure injuries among nursing students in Jordan and Turkey. Materials and methodsThis cross-sectional study collected data from a randomly selected sample of 282 nursing students studying in two private and two Public Universities in Turkey and Jordan. Data was collected using a demographic survey and the Pressure Ulcer Knowledge Assessment Tool (PUKAT 2.0). ResultsThe overall knowledge scores among students were alarmingly low, with significant differences between Jordanian and Turkish cohorts, with Turkish students scoring higher. Moreover, a significant difference was observed between students' knowledge levels from public and private universities in Jordan, but no difference was found between students of the two Turkish universities. ConclusionThe knowledge gap among nursing students regarding pressure ulcers is a critical issue that needs immediate attention. These findings highlight the urgent need for improved educational strategies and standardized competencies in this aspect. This study strongly advocates for changing teaching strategies and incorporating evidence-based pressure injury prevention education into nursing curricula, interprofessional education initiatives, and continuous professional development for faculty. These measures can significantly enhance nursing students’ knowledge and improve patient care.

Psychological Resilience Mediates the Relationship Between BCE’s and Life Satisfaction: Examining Turkish Students

Psychological Resilience Mediates the Relationship Between BCE’s and Life Satisfaction: Examining Turkish Students

Readiness for clinical practice: Self-perceived confidence of final year dental students in Turkey - A multi-institutional study.

The primary aim of undergraduate dental education is to prepare dental students for independent dental practice and to enable them to provide safe and effective dental care. This study aimed to investigate the self-perceived preparedness of senior dental undergraduate students in Turkey. Purposive sampling was used to recruit final-year dental students from 10 dental institutions offering undergraduate dental programs in Turkey. Student preparedness was assessed using a previously validated dental preparedness assessment scale based on 50 items encompassing core clinical skills, cognitive attributes, and behavioral skills. The research instrument was then translated into Turkish. The R statistical environment for Windows was used for the data analysis. Responses were provided by 272 students (156 women and 116 men; 57% and 43%, respectively) across 10 different universities. The mean score of the participants was 75.68 with slightly higher scores for men compared to women (77.35 vs. 74.46 respectively). However, independent t-tests showed that the scores did not differ significantly between women and men. This study evaluated the self-perceived preparedness for dental practice of final-year students from 10 universities in Turkey. Although the results showed several areas of weakness, the scores of self-perceived preparedness of Turkish students were comparable to those reported in Europe and Asia. These findings can be used to inform future curriculum development to support students in consolidating their learning in perceived areas of weakness.

The impact of family social support on academic resilience in Indonesian and Turkish students: the mediating role of self-regulated learning

ABSTRACT This study examines the influence of family social support on student resilience and self-regulated learning (SRL), as well as the role of SRL as a mediator for Indonesian and Turkish students. This quantitative method used three research scales to answer the research questions: resilience, family social support, and self-regulated learning. The study included 606 Indonesian respondents and 504 Turkish respondents. In this study, the researchers used a structural equation model based on partial least squares to perform data analysis. The results showed that Indonesian students had a higher average academic resilience score than Turkish students. Turkish students’ family social support scores were higher than Indonesian students. The bootstrapping method demonstrated a positive indirect effect of SRL on the relationship between family social support and academic resilience. Hence, SRL is a good variable that connects family social support with academic resilience.

The effect of linguistic and extralinguistic features on EFL adverb placement

Abstract Larsson et al. (2020) emphasize the importance of taking linguistic variables (e.g., verb type) into consideration in studies of adverb placement. This study looks at the positional distribution of 15 epistemic adverbs from texts written by L1 Turkish, German, and English students, with the aim of testing whether the findings from Larsson et al. can be generalized to a different register (argumentative writing) and a typologically more distant language (Turkish). We also revisit the question of whether there is L1 transfer. The results confirm Larsson et al.’s finding that the main predictors of adverb placement are linguistic, although some register differences were noted, such as higher frequencies of adverbs in the argumentative texts. Furthermore, the L1 Turkish students made especially frequent use of the clause-initial position (e.g., probably she is here).

A daily diary study on associations between school-based ethnic discrimination and school engagement

AbstractBeing the target of discriminatory actions because of their ethnicity can lead ethnic minority students to disengage from school. Research has relied on cross-sectional survey data to show that students who experience more frequent discrimination are more likely to be disengaged from school (i.e., between-person associations). Less is known about whether ethnic discrimination is responsible for day-to-day dynamic fluctuations in school engagement (i.e., within-person associations). The current study focuses on within-person processes to assess how different types (i.e., overt- vs. subtle behavior) and sources (i.e., peer vs. teacher) of school-based ethnic discrimination are linked to behavioral, emotional, and cognitive school engagement at the same- and next-day levels. Participants were secondary school students of Turkish and Arab descent (N = 87, Mage = 15, 62% female) in an ethnically diverse area of north-west Germany. Using an interval-contingent design, participants completed a daily diary once a day over a two week-period using a smartphone application. At the within-person level, multilevel models indicated that more frequent discrimination from teachers was associated with lower levels of cognitive engagement on the same day and emotional engagement on the next day. We found little evidence for links between any discrimination types and sources and behavioral school engagement. This study documents the negative consequences of experiencing school-based ethnic discrimination on student school engagement.