The Relationship between the Digital Literacy Levels of Turkish Language Teacher Candidates and Their Attitudes Towards Digital Writing

Murat Şengül, Ahmet Demirel

Abstract


The purpose of this study is to explore the levels of digital literacy among Turkish teacher candidates as well as their attitudes about digital writing, and to investigate the relationship between these variables. The survey model is used in this study using a quantitative research approach. The sample of the research consists of 556 Turkish language teacher candidates studying at 18 different public universities in Turkey in the fall of the 2021-2022 academic years. In this study, personal information form, Digital Literacy Scale, and Attitude Scale for Digital Writing (DWS) are employed as data collection tools. The data are analyzed using correlation and regression analysis test. The research findings show that the digital literacy levels of Turkish language teacher candidates and their attitudes towards digital writing are moderate. These findings disclose a necessity to improve both the digital literacy of Turkish teacher candidates and their attitudes towards digital writing. Additionally, the results generally reveal a favorable and significant correlation between the participants’ attitudes regarding digital writing and their degrees of digital literacy. The findings of the present study are examined in the light of the literature, and different recommendations are developed.

Keywords


Writing, Digital Literacy, Digital Writing, Turkish Language Teacher Candidates

Full Text:

PDF

References


Aksoy, N. C., Karabay, E., & Aksoy, E. (2021). Sınıf öğretmenlerinin

dijital okuryazarlık düzeylerinin incelenmesi/

The investigation of the digital literacy levels of classroom

teachers. Selçuk İletişim, 14(2), 859-894. https://

doi.org/10.18094/josc.871290

Aktas, N., & Akyol, H. (2020). Effect of digital writing

workshop activities on writing motivation and development

of story writing skills. International Journal

of Progressive Education, 16(3), 270-287. https://doi.

org/10.29329/ijpe.2020.248.20

Alanoglu, M., Aslan, S., & Karabatak, S. (2021). Do teachers’

educational philosophies affect their digital literacy? The

mediating effect of resistance to change. Education and

Information Technologies, 1–20. Advance online publication.

https://doi.org/10.1007/s10639-021-10753-3

Alkali, Y. E., & Amichai-Hamburger, Y. (2004). Experiments

in digital literacy. CyberPsychology & Behavior, 7(4),

-429. https://doi.org/10.1089/cpb.2004.7.421

Baştuğ, M., & Keskin, H. K. (2013). Ergenlik dönemi okuma

tutumu ölçeği’nin Türkçeye uyarlanması/The adaptation

of survey of adolescent reading attitudes (SARA) into

Turkish. Turkish Studies, 8(4), 295-311. http://dx.doi.

org/10.7827/TurkishStudies.4932

Bawden, D. (2008). Origins and concepts of digital literacy.

In C. Lankshear & M. Knobel (Eds.), Digital Literacy:

Concepts, Policies and Practices. Peter Lang.

Dahlström, H. (2019). Digital writing tools from the student

perspective. Education and Information Technologies,

(2), 1563-1581. https://doi.org/10.1007/s10639-

-9844-x

De Roock, R. S. (2021). On the material consequences of

(digital) literacy: Digital writing with, for, and against

racial capitalism. Theory Into Practice, 60(2), 183-193.

https://doi.org/10.1080/00405841.2020.1857128

Demir, T. (2013). İlköğretim öğrencilerinin yaratıcı yazma

becerileri ile yazma özyeterlik algısı ilişkisi üzerine

bir çalışma/Study of the relationship between the creative

writing skills of primary school students and their

self-efficacy perception. Uluslararası Türkçe Edebiyat

Kültür Eğitim (TEKE) Dergisi, 2(1), 84-114.

Demirel, A. (2019). Öğretmen adaylarının yazma kaygıları

ile yaratıcı yazma başarıları arasındaki ilişki üzerine bir

inceleme/An investigation on the relationship between

teacher candidates writing anxiety and creative writing

achievement. International Journal of Language Academy,

(4), 210-220. http://dx.doi.org/10. 29228/ijla.30174

Duran, E., & Ertan Özen, N. (2018). Türkçe derslerinde

dijital okuryazarlık/Digital Literacy in Turkish Lessons.

Türkiye Eğitim Dergisi, 3(2), 31-46.

Elkıran, Y. M. (2021). Examining the relationship between

pre-service Turkish teachers digital writing attitudes

and digital reading tendencies. International Journal of

Progressive Education, 17(4), 437-450. http://dx.doi.

org/10.29329/ijpe.2021.366.26

Fortunati, L., & Vincent, J. (2014). Sociological insights on

the comparison of writing/reading on paper with writing/

reading digitally. Telematics and Informatics, 31(1),

-51. https://doi.org/10.1016/j.tele.2013.02.005

Graham, S., Berninger, V., & Fan, W. (2007). The structural

relationship between writing attitude and writing

achievement in first and third grade students. Contemporary

Educational Psychology, 32(3), 516-536. https://

doi.org/10.1016/j.cedpsych.2007.01.002

Hamutoğlu, N. B., Güngören, Ö. C., Uyanık, G. K., &

Erdoğan, D. G. (2017). Dijital okuryazarlık ölçeği:

Türkçe’ye uyarlama çalışması/Adapting digital literacy

ccale into Turkish. Ege Eğitim Dergisi, 18(1), 408-429.

doi: https://doi.org/10.12984/egeefd.295306

Karasar, N. (2012). Bilimsel araştırma yöntemi. (22. Ed.).

Nobel Akademik Yayıncılık Eğitim Danışmanlık.

Kear, D. J., Coffman, G. A., McKenna, M. C., &

Ambrosio, A. L. (2000). Measuring attitude toward

writing: A new tool for teachers. The Reading Teacher,

(1), 10-23. https://www.jstor.org/stable/20204872

Kiefer, M., & Velay, J. L. (2016). Writing in the digital

age. Trends in Neuroscience and Education, 5(3), 77-81.

https://doi.org/10.1016/j.tine.2016.07.008

Martin, A. (2008). Digital literacy and the digital society. In

C. Lankshear and M. Knobel (Eds.), Digital literacies:

Concepts, policies and practices (pp. 151-177). Peter

Lang Publishing.

Merchant, G. (2007). Writing the future in the digital

age. Literacy, 41(3), 118-128. https://doi.org/10.1111/

j.1467-9345.2007.00469.x

Onursoy, S. (2018). Üniversite gençliğinin dijital okuryazarlık

düzeyleri: Anadolu Üniversitesi öğrencileri üzerine

bir araştırma/Digital literacy levels of university

youth: A research on the students of Anadolu University.

Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 6(2), 989-1013. https://doi.org/10.19145/e-gifder.422671

Öztürk, Y., & Budak, Y. (2019). Öğretmen adaylarının kendilerine yönelik dijital okuryazarlık değerlendirmelerinin incelenmesi/Research on preservice teachers’ own perception of digital literacy. Kesit Akademi Dergisi, 21, 156-172.

Pala, Ş. M., & Başıbüyük, A. (2020). Ortaokul beşinci sınıf öğrencilerinin dijital okuryazarlık düzeylerinin incelenmesi/The investigation of digital literacy of fifth grade secondary school students. Cumhuriyet Uluslararası Eğitim Dergisi, 9(3), 897-921. https://doi.org/10.30703/cije.672882

Reddy, P., Sharma, B., & Chaudhary, K. (2022). Digital literacy: A review in the South Pacific. Journal of Computing in Higher Education, 34, 83-108. https://doi.org/10.1007/s12528-021-09280-4

Santos, A. I., & Serpa, S. (2017). The importance of promoting digital literacy in higher education. International Journal of Social Science Studies, 5(6), 90-93. https://doi.org/10.11114/ijss.v5i6.2330

Sarkhoush, H. (2013). Relationship among Iranian EFL learners’ self-efficacy in writing, attitude towards writing, writing apprehension and writing performance. Journal of Language Teaching & Research, 4(5), 1126-1132. https://doi.org/10.4304/jltr.4.5.1126-1132

Shopova, T. (2014). Digital literacy of students and its improvement at the university. Journal on Efficiency and Responsibility in Education and Science, 7(2), 26-32. https://doi.org/10.7160/eriesj.2014.070201

Susar Kırmızı, F., Kapıkıran, Ş., & Akkaya, N. (2021). Dijital ortamda yazmaya ilişkin tutum ölçeği (DOYAT): Ölçek geliştirme çalışması/Attitude scale for digital writing (DWS): Scale development study. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 52, 417-444. https://doi.org/10.9779/pauefd.684858

TUİK (2018). Hanehalkı bilişim teknolojileri kullanım araştırması. Available at: https://data.tuik.gov.tr/Bulten/Index?p=Hanehalki-Bilisim-Teknolojileri-(BT)-Kull anim-Arastirmasi-2018 27819#:~:text=Bilgisayar %20ve%20%C4%B0nternet%20kullan%C4%B1m% C4%B1%202018,ve%20%65%2C5%20oldu (Accessed on 22 February 2022).

TUİK (2021). Hanehalkı bilişim teknolojileri kullanım araştırması. Available at: https://data.tuik.gov.tr/Bulten/Index?p=Hanehalki-Bilisim-Teknolojileri-(BT)-Kullanim-Arastirmasi-2021-37437 (Accessed on 22 February 2022).

Ulu, H. (2018). İlkokul dördüncü sınıf öğrencilerinin yazma eğilimleri, tutumları ile yazma başarıları arasındaki ilişki/The relationship among writing dispositions, attitudes and writing success of elementary fourth grade students. Kastamonu Eğitim Dergisi, 26(5), 1601-1611. https://doi.org/10.24106/kefdergi.2171

Ustabulut, M. Y. (2021). Türkçe öğretmeni adaylarının dijital yazmayla ile ilgili görüşlerinin incelenmesi/Analysis of the opinions of Turkish language teachers about digital writing. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 19(02), 300-311.

Üstündağ, M. T., Güneş, E., & Bahçivan, E. (2017). Dijital okuryazarlık ölçeğinin Türkçeye uyarlanması ve fen bilgisi öğretmen adaylarının dijital okuryazarlık durumları/Turkish adaptation of digital literacy scale and investigating pre-service science teachers’ digital literacy. Journal of Education and Future, 12, 19-29.

Wen, X., & Walters, S. M. (2022). The impact of technology on students’ writing performances in elementary classrooms: A meta-analysis. Computers and Education Open, 3, 100082. https://doi.org/10.1016/j.caeo.2022.100082

Yamaç, A., Öztürk, E., & Mutlu, N. (2020). Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge. Computers & Education, 157, 103981. https://doi.org/10.1016/j.compedu.2020.103981

Yaman, C. (2019). Sosyal bilgiler öğretmen adaylarının dijital okuryazarlık düzeylerinin incelenmesi (Niğde Ömer Halisdemir Üniversitesi örneği)/Examination of digital literacy levels of social studies teacher candidates (The example of Niğde Ömer Halisdemir University) [Master’s Thesis]. Niğde Ömer Halisdemir University Institute of Education Sciences, Niğde, Türkiye.

Yontar, A. (2019). Öğretmen adaylarının dijital okuryazarlık düzeyleri/Digital literacy levels of teacher candidates. Ana Dili Eğitimi Dergisi, 7(4), 815-824.

Yurtseven Yılmaz, H., & İpek, O. (2021). The scenes of violence in a digital writing environment: The sample of Wattpad. International Journal of Education & Literacy Studies, 9(4), 206-216. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.206




DOI: https://doi.org/10.7575/aiac.ijels.v.10n.4p.19

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.