Uyum Sınıflarındaki Göçmen Öğrencilerin Türkçedeki Sesletim Sorunlarının Giderilmesinde Eğitsel Oyunların Etkisi

Abstract

The present study aims to investigate the effect of educational games on the solution of Turkish pronunciation problems arising from the mother tongue of Syrian students in integration classes. This study, which was carried out with a mixed method, was structured according to the convergent design. In this context, quantitative and qualitative data collection tools were used together. Dictation and reading aloud were used as quantitative data collection tools whereas researcher observation form, teacher observation notes, teacher interview form, student and teacher focus group interview form were used as qualitative data collection tools. In the research, a criterion sampling method was used to determine the study group. The first criterion determined to form the participant group is that immigrant students take part in integration classes. The second is that the students are at A2 level in Turkish. The study group of the research consisted of eight students who meet the criteria for each inclusive classroom with or without educational games. The research lasted for 10 weeks, and educational games were played to the students for a total of 24 hours during 8 weeks. A permanence test was applied via dictation and reading aloud 1 month after the intervention. Non-parametric tests were used in the analysis of quantitative data while content analysis was used in the analysis of qualitative data. The results of the study demonstrated that the educational games had a significant effect in terms of reading aloud and dictation practice in eliminating the Turkish pronunciation problems caused by students’ mother tongue in the group in which the educational games were used. Furthermore, the findings showed that the effect of the educational games on the elimination of Turkish pronunciation problems was permanent in the permanence test applied to the group to which the educational games were applied. In addition, it was observed that the students had fun with educational games, their motivation towards learning Turkish increased, and their social relations between students improved. Based on the findings, at the end of the research, suggestions were made for both teachers and program makers regarding the use of games in second language teaching.