Turkish Students Research Articles

Examination of response time effort in TIMSS 2019: Comparison of Singapore and Türkiye

In this paper, it is aimed to evaluate different aspects of students' response time to items in the mathematics test and their test effort as an indicator of test motivation with the help of some variables at the item and student levels. The data consists of 4th-grade Singapore and Turkish students participating in the TIMSS 2019. Response time was examined in terms of item difficulties, content and cognitive domains of the items in the mathematics test self-efficacy for computer use, home resources for learning, confident in mathematics, like learning mathematics, and gender variables at the student level. In the study, it was determined that all variables considered at the item level affected the response time of the students in both countries. It was concluded that the amount of variance explained by the student-level variables in the response time varied for each the country. Another finding of the study showed that the cognitive level of the items positively related to the mean response time. Both Turkish and Singaporean students took longer to respond to data domain items compared to number and measurement and geometry domain items. Additionally, based on the criterion that the response time effort index was less than .8, rapid-guessing behavior, and therefore low motivation, was observed below 1% for both samples. Besides, we observed that Turkish and Singaporean students were likely to have rapid guessing behavior when an item in the reasoning domain became increasingly difficult. A similar result was identified in the data content domain, especially for Turkish graders.

'الصُّعُوبَاتُ الُّلغَوِيَّة فِي تَعَلُّمِ العَرَبِيَّةِ عَلَى المُتَعَلِّمِينَ الأَتْرَاكِ 'طلاب كلية الإلهيات بجامعة غازي عنتاب نموذجا

على الرغم من المشترك اللفظي والدلالي لآلاف الكلمات بين العربية والتركية، إلا أن تلك النقطة المبشرة يفترض البحث أنها لم تُكَلِّلْ مجهود التعلم بالنجاح، أو ربما لم يتم استثمارها بالشكل الأمثل في إحداث طفرة نوعية في تعليم العربية للأتراك. وقد واجهت هذه المقالة بعض هذه المعضلات، محاولة وصفها وصفًا علميًّا وتحديد أبعادها وجوانبها، من خلال ما استقر من قواعد المنهج التقابلي، والوصفي التحليلي. ولقد واجه الباحث عدة صعوبات أثناء تدريس اللغة العربية للطلاب الأتراك، هي انعكاس بشكلٍ، أو بآخر لما يعانيه هؤلاء الطلاب من مشكلات، غير أنها كانت صعوبات متنوعة ومتداخلة ومختلطة، تظهر على ألسنة الطلاب وأقلامهم في أخطاء صوتية وتركيبية وكتابية... وغيرها، إذ ينتهي بأكثرهم الحال إلى الحكم بصعوبة تعلم هذا اللسان، أو أنه من المحال الوصول إلى إتقانه في أحيان كثيرة، فاتضح أن مشكلات التعلم وصعوباته لا ترجع إلى الألفاظ من حيث هي، أو إلى التراكيب العربية غير التامة بشكل كبير، بل ترجع إلى التراكيب النحوية التامة، والأنساق التعبيرية العربية بشكل عام، فأظهرت الدراسة جوانب اتفاق وتشابه، أو اختلاف بين نظام اللغتين التركيبي اتضح من خلاله المقصود، وتبينت العلة الكبرى. وقد شفعت هذه الدراسة بنتائج استبانة لآراء الطلاب حول اللغة العربية كانت خير معتمد في الوصول إلى النتائج. وقد اعتمدت الدراسة على منهج التحليل التقابلي في الجانب النظري منها، حيث إن هذا المنهج هو الأجدر في الوصول لما ترمي إليه الدراسة من حيث تناوله الظواهر اللغوية بالتحليل، ثم يشفع ذلك التحليل بالعرض التقابلي بين اللغتين العربية والتركية، لإحداث الموازنة المنشودة التي تظهر من خلالها قدر الصعوبة التي تواجه المتعلم التركي للغة العربية، وإن الدراسة تؤمن بأن الخبرة اللغوية الأولى للمتعلم في اللغة الأم وهي هنا التركية مؤثرة بشكل فعال، ومسيطرة بشكل كبير على عملية تعلم لغة أجنبية وهي هنا العربية، فقد أكدت دراسات علم نفس اللغة أن استدعاء المتعلم للغته الأم عند مواجهة ظاهرة لغوية جديدة في لغة متعلَّمة أمر ضروري وحتمي، بل يحدث بغير شعور. ومن ناحية أخرى اعتمدت الدراسة في الجانب التطبيقي منها على قواعد المنهج الوصفي مستعملًا الباحث أدوات الإحصاء من خلال تحليل النتائج لورقة الاستبانة التي وزعت على (152) طالبًا تركيًّا بكلية الإلهيات جامعة غازي عنتاب، مثَّلت عينة الدراسة العشوائية، بعد التأكد من مناسبة العينة للدراسة، واستبعاد المخالف منها. وقد عقدت هذه المقالة على مطلبين وخاتمة، المطلب الأول بعنوان: "موازنة بين مستويات الدرس اللغوي العربي والتركي". مثَّل الجانب النظري من الدراسة، ثم المطلب الثاني وجُعل تحت عنوان: "عرض البيانات وتحليل النتائج من واقع ورقة الاستبانة" مثَّل الجانب التطبيقي منها. وفي الخاتمة جمعت النتائج والتوصيات النهائية الهامة التي خرج بها البحث، إضافة لذيل الملحقات الجامع لصور من ورقة الاستبانة الموزعة على الطلاب، مع الجداول الإحصائية.

Examination of gender‐based video game‐playing classes: Influencing determinants and relations to academic achievement

AbstractBackgroundTheir ubiquity is particularly notable as video games become increasingly intertwined with the technological revolution. Despite this prominence, gender disparities in adolescent video gaming remain under‐explored.ObjectivesThis research aims to determine the frequency classes of video game playing based on gender, analyse the variables (age of first digital device/internet use, weekday/weekend internet frequency in and out of school, economic, social, and cultural status) that might influence assignment to these classes, and reveal the differences in PISA scores among these classes.MethodsOur study utilises multiple group latent class analysis and multinomial logistic regression to investigate the video gaming frequencies of 6890 Turkish students (49.1% female, 50.9% male) from the PISA‐2018 exam. A three‐step multiple logistic regression was employed to identify the effect of the variables on assignment probabilities. Also, the multivariate Delta method tested mean differences between classes for PISA scores.Results and ConclusionsThis study classifies Turkish students from PISA 2018 into four video gaming preference frequency classes (frequent, regular, casual, and non‐video game players) based on gender. Our study reveals that frequent male gamers begin using digital devices and the internet earlier than their female counterparts, spending more time gaming outside school. Notably, the frequency of video game play, which varies by gender, was found to have a significant effect on academic achievement.

Evaluation of Written Expression Skills of Students from Turkish World through Error Analysis

The aim of the research is to evaluate the written expression skills of the students from the Turkish world and communities that are studying at Hoca Ahmet Yesevi International Turkish-Kazakh University by using the error analysis method and to develop a solution proposal for the wrong sources revealed. For this purpose, the composition was printed to evaluate the written expression skills of the students, and negotiations were held so that the wrong sources could be revealed. The results of the research showed that the mistakes most frequently made by Turkish students in written expression studies are spelling and punctuation mistakes and misuse of words. The main causes of these mistakes were determined to be excessive generalizations, not knowing the rule constraints and the main negative transfers. Another category created from student spelling mistakes is mistakes made in word selection. The situation repeated by almost all students in this category is the negative transmission caused by the mother tongue and the incorrect use of words caused by not knowing the rule restrictions. After that, the most repeated mistakes and their causes, respectively, are the unnecessary use of words in sentences due to developing incorrect concepts, excessive generalization and word omissions due to ignorance of rule restrictions, word errors brought from the mother tongue due to negative transmission from the mother tongue, and errors in the use of words that have passed from foreign languages to Turkish.

A Cross-Cultural Analysis for Plastic Waste Perception of Students from Romania and Turkey

The article brings to attention a cross cultural model related to the perception of students in relation to the current problem of plastic waste. To create the model, a questionnaire was applied online in two countries at the same time, among students from different specializations. The survey was structured in several parts, with the first part meant to identify individual characteristics of the responders, the second part to identify their knowledge about plastic, determine their beliefs in the new material—bioplastic, their preference in using plastic or bioplastic, and the last part meant to determine students’ attitude towards the environment. The model wants to highlight the preferences and knowledge of students about plastic, the degree of information and students’ knowledge about plastic waste, and if these are influenced by culture; in our case, the country was considered. Also, we established that gender or specialization have no influence on the perception of bioplastic. A total of 39.79% of the students from both countries participate in and attend conferences about nature protection and plastic waste, and only 58.69% of the students do not participate in any conferences about nature conservation or recycling materials. As a conclusion, we can mention that Turkish students are more responsible and more active in environmental activities regarding plastic waste in comparison with Romanian students. In comparison with Romanian students, Turkish students are more careful when it comes to recycling waste plastic and when choosing products that are less harmful to nature. The young generation is open to selective recycling, even if they sometimes do not follow the established rules. Based on this model, common problems can be identified and universities, as incubators of ideas, can welcome the use of the necessary methods and tools to stimulate care and students’ awareness of the environment and its protection.

Classroom Emotional Climate and School Burnout in Secondary School Students: A Hierarchical Regression Model

This study aims to examine the relationship between gender, grade level, classroom emotional climate and school burnout levels of secondary school students. Using a correlational research design, data were collected by random sampling method in this study. The study included a sample of 404 students enrolled in secondary schools located in Batman city, Turkey. Personal information form, Classroom Emotional Climate Scale and Elementary School Student Burnout Scale for Grades 6-8 were used as data collection tools. Descriptive statistics, Pearson correlation coefficient and hierarchical regression analyses were used to analyse the data. The findings showed that there were significant negative correlations between the positive classroom emotional climate and school burnout and significant positive correlations between the negative classroom emotional climate and school burnout. Also, the findings obtained from the hierarchical regression analysis revealed that both positive and negative classroom emotional climate significantly predicted school burnout even after controlling for the potential effects of gender and grade level. These results suggest that interventions that focus on increasing the positive classroom emotional climate and simultaneously reducing the negative classroom emotional climate may effectively reduce school burnout among adolescents despite gender and grade level differences.

Development of Adolescent Strengths Use Scale for Turkish adolescents

ABSTRACT Objective This study aimed to develop and validate a new measure- the Adolescent Strengths Use Scale- to assess school-based strength use among Turkish adolescents. Method The study group consisted 1209 Turkish students in grades 7–12. A 12-item pool was initially created in light of the relevant literature and content analysis of open-ended questions asked to the relevant stakeholders including students, parents, teachers and psychological counsellors. Then, 16 experts evaluated the items in terms of their scope, conformity with language, and compliance with measurement and evaluation principles. The expert evaluation resulted in 7 remaining items which were subsequently tested with a pilot study (n = 103 students). Results Exploratory factor analysis (n = 596 students) yielded a single factor structure that explained 49.4% of the total variance. Confirmatory factor analysis (n = 376) provided a good model fit to the data: X 2/df = 2.52, p < .001, TLI = 0.96, CFI = 0.98, GFI = 0.97, and RMSEA = 0.06. Regarding criterion validity, the scale had a significant positive correlation with student subjective well-being and prosociality while it had negative significant correlations with symptoms of internalising and externalising behaviours. Furthermore, the scale produced strong internal reliability estimates (α = 0,82, Ω = 0,83).The test-retest result was also sufficient (r = 0,88). Conclusions The results suggest that the newly developed scale can be used as a reliable and valid assessment tool to measure adolescents’ strength use in school settings.

Science Identity of Turkish Students: Adaptation of the Science Identity Questionnaire and Analysis in Terms of Demographic Variables

ABSTRACT Background Science identity has an important place in revealing the effects of learning experiences. Furthermore, science identity can help to understand future career intentions related to science; therefore, it needs to be understood and assessed. Purpose The aim of this study was to adapt the Student Science Identity Questionnaire into Turkish and examine its validity and reliability. Sample In the study, data were collected from 755 high school students in the Central Anatolian Region of Turkey. Design and Methods In the first part of the study, a scale adaptation was performed. In the second part, differences between groups were analyzed using parametric tests. Results Confirmatory factor analysis confirmed the structure of the instrument consisting of 24 items and four factors and showed that the model had excellent fit values. Cronbach’s alpha values of the factors that make up the instrument were between .83 and .90, composite reliability values ranged between .92 and .93, factor loads and average variance extracted values were found to be above .50. In addition, the square root of the average variance extracted values and the correlation values between the factors were examined and the validity of the measurement model was ensured. Conclusion The findings show that the Student Science Identity Questionnaire is a valid and reliable instrument in the Turkish sample. In addition, students’ science identity varies according to gender and socioeconomic status.

Elementary school students' metaphor perceptions of foreign students

The main purpose of this study is to analyze the metaphor perceptions of Turkish students who have foreign students in their classrooms about foreign students. In the study, phenomenology design was used as the qualitative research method. Criterion sampling, one of the purposeful sampling methods, was used to determine the study group. In the selection of the participants in this study, the main criterion was the presence of Turkish students with foreign students in their classrooms. According to this criterion, a total of 84 primary school students constituted the study group. As a data collection tool, two sentences were used as the data collection tool: "In my opinion, foreign students are like .... Because ..." form consisting of two sentences was created. Content analysis technique was used to analyze the data. According to the findings obtained from the analysis of the collected data, a total of 39 metaphors were produced in the study group. These metaphors were categorized as positive and negative. While the positive metaphors of the students were divided into 6, that is, categories diversity, kind-heartedness, equality, industriousness, beauty and protectiveness, no negative metaphors were found. It can be concluded that Turkish students who have foreign students in their class have positive perceptions towards their foreign friends. In order to enrich and reinforce positive perceptions, value-sensitive education plan practices are recommended.

Honor Endorsement in Male Youth: A General Risk Factor for Aggressive Behavior?

Honor refers to socially conferred self-worth, strong norms of reciprocity, and direct retaliation for transgressions. Honor norms have been discussed as relevant in explaining aggressive behavior, particularly for immigrant groups. In this study we examined the endorsement of honor norms and their association with aggressive behavior in a culturally diverse sample in Germany. Online questionnaire data were used from male adolescents aged 11–18 years (N = 774; Mage = 15.37, 34.2% with a migration background). Multiple linear regression analyses indicated that students of Turkish and Russian origin endorsed honor more than students without a migration background, whereas students of Polish origin did not differ. Within negative binomial regression models, honor endorsement was significantly positively related to aggressive behavior, while this effect did not differ between students from different migration backgrounds and students without migration background respectively. Thus, the internalization of honor norms emerged as a general risk for aggressive behavior among male adolescents.

First Contact With Transcultural Care: A Phenomenological Study of Practical Turkish Nursing Students' Experiences in a Migrant Health Center.

This study examines the subjective experiences of Turkish students who work in immigrant health facilities providing nursing care to people of different cultures. Nurses are often encountered by immigrants in these centers. Although qualitative research on nurses' experiences assisting immigrants has been often cited in the literature, the literature on nursing students' experiences is limited. The study has a descriptive qualitative design. Data were collected using a face-to-face, in-depth, and semistructured interview form. The data were evaluated using a content analysis method. The study yielded four themes: (a) inability to control emotions, (b) barriers to care involvement, (c) benefits of intercultural care, and (d) recommendations. Learning intercultural care is critical in these years of increased immigration. Understanding nursing students' experiences is essential for improving the quality of intercultural care.

Self-Regulated Learning and Listening Achievement of Turkish EFL Learners: Does Flipped Classroom Matter After Post Pandemic Recovery

Flipped classroom model has been an important pedagogical tool that has been widely incorporated and researched in recent years. Current studies have scrutinized the effect of the model on the achievement of language learners. The purpose of the present study is two-fold: (i) to examine whether the flipped classroom model has an impact on B1 level Turkish students attending English preparatory program at school of Foreign Languages in a state university, and (ii) to investigate if the flipped classroom model yields different results on the self-regulated learning levels of the participants. The participants of the study consist of 60 B1 level prep-class students attending B1 level Listening course, with 2 classes each including 30 students. Firstly, the students in one class were classified as control group (CG) and the ones in the other class as experimental group (EG). During the 8-week B1 module process, the listening lesson was taught with the traditional method in the CG and with the flipped classroom model (FCM) in the EG. The data were gathered through pre and post-tests of listening skills achievement exam and self-regulated learning scale. As for data analysis, mixed ANOVA analysis was used. The findings showed no significant difference on self-regulated learning levels but on listening skills achievement scores. Suggestions were discussed accordingly.

High realistic aspirations – Do normative pressures overthrow rational calculations? Applying the model of frame selection to the educational aspirations of immigrant and majority students in Germany

Educational aspirations are of interest to scholars in several disciplines. They can affect multiple aspects of educational success and have been shown to differ between major social groups. Explanations for educational aspirations typically link to two main models of aspiration formation: the Wisconsin model (WM) and rational choice theory (RCT). Whereas the WM highlights significant others’ educational norms, RCT cites cost-benefit calculations to explain how aspirations are formed. As it is still unclear how the two approaches interrelate, we apply a third model, namely the model of frame selection (MFS), which allows the integration of both WM and RCT arguments. In short, it suggests that the importance of others’ educational norms moderates the relevance of own cost-benefit calculations. We assume that considering this interrelation is fruitful when explaining aspirations in general, and specifically when explaining immigrant students’ aspirations, who often perceive high educational obligations by their parents. Using data from the German National Educational Panel Study (NEPS), we test prognoses derived from the three theoretical models for their relevance when explaining the aspirations of Turkish and German students. Results indicate that the processes suggested by both WM and RCT shape aspirations. Consistent with the MFS, these processes also interrelate in that parents’ educational norms reduce the relevance of students’ own cost-benefit calculations. This interrelation does not only apply to Turkish students but holds for all students in the sample.

Mülteci öğrencilerin öğrenim gördükleri okullarda kapsayıcı liderlik: Türkiye örneği

Since the civil war broke out in Syria, millions of refugees have had to migrate to Türkiye and neighboring countries. Thus, refugee students have become a serious problem for many countries. The current study used a phenomenological approach to explore inclusive leadership behaviors in Turkish schools serving refugee pupils. The descriptive analysis technique was adopted in this study, in which School administrators and teachers participated. Findings have shown that the most common problems faced by school administrations while involving refugee students in educational activities are language difficulties, poor academic achievement, absenteeism, and adaptation problems experienced by refugee students. To involve refugee students in education, the practices carried out by school administrators are guidance and cooperation, employment of Syrian teachers, sports and cultural activities, establishment of integration classes, and translator support. As expected, the research findings showed that there is no exclusion against refugee students in Türkiye due to inclusive leadership practices carried out by school administrators and cultural and religious similarities between refugee students and Turkish students.

Male Nursing Students’ Attitudes on Testicular Examination: A Cross-Sectional Study

Background This study aimed to determine knowledge and attitudes of self-identified male nursing students who are in a risky age group regarding testicular cancer and testicular self-examination. Method In this cross-sectional survey, the data was collected on 208 Turkish students between the ages of 18–22 years. The data was collected by using the Champion’s Health Belief Model Scale for Testicular Cancer Screenings and the Personal Information Form. Results The mean age of the participants in this survey conducted in the 2018–2019 academic Spring semester was 21.46 ± 2.031. The mean scores for the subscales were as follows: for perceived susceptibility 11.49 ± 4.70 (min = 5, max = 25), for seriousness 21.04 ± 6.11 (min = 7, max = 35), for self-examination benefits 10.88 ± 3.05 (min = 3, max = 15), for self-examination barriers 11.49 ± 3.75 (min = 5, max = 25) and for self-efficacy subscale 18.12 ± 5.52 (min = 6, max = 30). Also it was determined that 68.6% of the students do not know how to perform self-examination. Students’ sensitivity to testicular cancer and related screenings increased with their level of knowledge. Conclusion The results will explain how students’ health beliefs were affected by their individual knowledge level. Nursing students should be exposed to information on testicular self-examination. Therefore, some suggestions are presented according to the health belief model to increase awareness of individuals, especially in the risky group, and improve people’s health behaviors.

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

In this study, in line with TIMSS 2019 data, 8th grade students' school engagement in the Turkish education system and various variables in the field of science and mathematics, which are thought to be related to school engagement, were examined with the Random Forest method, a method amongst data mining methods. This research focuses on student bullying, which includes psychological factors at school, such as whether students like or dislike their lessons, their confidence in science, their self-confidence, absenteeism, and the effects of teachers' teaching methods on SE. The sample of the study consisted of 3872 students in the science data set and 3802 students in the mathematics data set, which remained as a result of the lost data deletion and assignment processes from 4077 students who originally participated in the application. The open-source Python infrastructure was used in the analysis of the data. Orange 3.32 data mining program was employed for model setup. The model performance criteria MSE, RMSE, MAE and R2 values obtained as a result of the analysis. In both areas, the variables that contribute to the prediction of students' school engagement were ranked according to their importance levels, starting from the most important, also interpreted and discussed. It was observed that the performance criteria of the established model have values close to zero in the field of science (MSE: 2.775 RMSE: 1.666 MAE: 1.267) and mathematics (MSE: 2.240 RMSE: 1.497 MAE: 1.131). Variables explain school engagement at the rate of 69.6% in science and 75.7% in mathematics. The order of importance of the variables in both areas showed a great similarity. Student bullying was obtained as the most important variable. Prospective studies can also be planned towards collecting more in-depth data deploying qualitative data collection methods under a qualitative research model that also includes the opinions of self, peers, teachers and parents. For the education policies that the TES should produce toward increasing SE, it is weighty to reduce and prevent student bullying in schools with sustainable practices. Exclusively school administrations should focus on student bullying with the help of counselors, diagnose the problems and take measures in and out of school according to the types of bullying.

The South American Continent in the mind maps of foreign and Turkish Students

Bu araştırma, Türkiye’de öğrenim gören yabancı ve T.C. uyruklu öğrencilerin zihin haritalarındaki Güney Amerika kıtası algısını ve bu algı üzerinde etkili olan faktörleri incelemeyi amaçlamaktadır. Araştırmada betimsel tarama modeli kullanılmıştır. Araştırmanın örneklemini 205 yabancı ve 50 T.C. uyruklu üniversite öğrencisi oluşturmaktadır. Veri toplama aracı olarak anketle birlikte Güney Amerika kıtası yapılandırılmış dilsiz siyasi ve fiziki haritası kullanılmıştır. Araştırma sonucunda öğrencilerin Güney Amerika kıtası algısı skorları, uyruk ve memleketlerinde oturdukları yerleşim yeri değişkenine göre anlamlı farklılaşma gösterirken, cinsiyet ve yaş değişkenleri bakımından anlamlı farklılaşma tespit edilmemiştir. Katılımcıların dilsiz siyasi haritaları incelendiğinde; en fazla doğru konumlandırılan ülkeler sırasıyla Brezilya, Arjantin, Şili ve Kolombiya’dır. Fransız Guyanası ise en az doğru konumlandırılan ülke olarak öne çıkmıştır. Güney Amerika kıtasındaki ülkelerin; ekonomik gelişmişlik düzeyi, nüfus ve yüzölçüm büyüklüklerinin, öğrencilerin dilsiz haritalarında bu ülkeleri doğru bir şekilde gösterebilme düzeylerinde anlamlı bir etkiye sahip olduğu tespit edilmiştir.

Gifted and typically developing students' friendship quality: Does empathy make a difference?

AbstractGifted students differ from their peers in cognitive, social and emotional development. This study aims to compare gifted and typically developing students in terms of friendship quality and empathy level and examine the gender differences in a sample of Turkish students. In addition, the predictive role of empathy in friendship quality among gifted and typically developing students was investigated. The sample consisted of 97 gifted and 135 typically developing primary and secondary school students. Data were analysed by two‐way analysis of variance and regression analysis. Results revealed that friendship quality was predicted by cognitive empathy in gifted and typically developing students. In addition, some gender differences emerged. The results are discussed in terms of the skills that need to be supported with preventive psychological counselling.

Preschool Attendance, School Starting Age and Cultural-Financial Resources as Predictors of Adolescent’s Reading Comprehension: Evidence From PISA 2015 and 2018

This study investigated whether there are significant differences between reading achievements of 15-year-old students and starting age for preschool and socioeconomic factors according to the results from the PISA 2015 and 2018. The quantitative results show that there is a clear and statistically significant difference between reading test scores of Turkish students in PISA 2015 and in PISA 2018 according to the variables starting age for preschool education, highest parental educational attainment and the number of books at home. Our quantitative analysis shows that students who attended kindergartens from age four have higher average test scores in reading skills than students who cared for only in homes, either by their parents or by others.

Exploring the Efficacy of Video Project Assignments in English Language Learning through the Lens of Tertiary-Level EFL Students

Convenient methods for the instruction of foreign languages are constantly in quest as a consequence of incessant technological breakthroughs at a rapid speed. Video-making project has turned out to be a prominent technique that allows learners to be actively involved in the target language and utilize L2 in real-world situations with “intake” they obtained from in-class setting. English language students’ perceptions concerning the effectiveness of these multimodal resources in their learning experience as non-examination assessment tools have not, however, been the objective of many studies within online EFL contexts. Hence, this study was directed at seeking the relationship between EFL learners’ perceptions of the efficacy of group project assignments on their L2 competence, language learning process, and implementations in online classes. To that end, 75 sophomore Turkish students in tertiary-level education enrolled in a compulsory online module of English partook in the research by filling out a 17-item questionnaire. The results portray the positive relations between their perceptions towards the influences of those projects on language proficiency and target language learning phases, whereas a significant relationship was not detected between their implementations in online settings and contributions to the L2 learning process. Nevertheless, the optimistic approach of EFL students to exploit these projects as effective tools for English proficiency mediated the link between these two foregoing sub-dimensions. Accordingly, some suggestions were provided for future research directions.