Print and digital dictionary for middle school 7th grade students' use cases

The purpose of this research is to determine the use of print and digital dictionaries by 7th grade middle school students. The research is an action research; in the research, easily accessible case sampling method, one of the purposeful sampling methods, was used. The reason for choosing this sampling method is that it is easy and economical for the researcher to access the sample. Throughout the research; Data were collected through activity sheets, student diaries, semi-structured interview forms, researcher diary and observation form developed by the researcher. In the research, a study group of 12 students studying in the seventh grade of a middle school in Ayvalık district of Balıkesir province was formed. The other participants of the research consist of 12 student parents and 4 branch teachers who attended the classes of these students. Of these 4 teachers, 2 are Turkish teachers, 1 is a Religious Culture and Moral Knowledge teacher, and the other teacher is a Social Studies teacher. The achievements related to the use of dictionaries included in the research were determined in the literatüre studies and related curricula (1981, 2005, 2006, 2015, 2017, 2019 Ministry of Education Teaching Turkish Program) and the Mother Tongue Teaching Program of the US State of New York, the Mother Tongue of the USState of California Teaching Program, Canadian Mother Tongue Teaching Program, English Mother Tongue Program, South The African Mother Tongue Teaching Program has been examined. These studies, curricula and programs were examined as a result of content analysis and 21 achievements related to the use of dictionaries were taken and reduced to 13 achievements by taking an expert opinion and used in the research. The research has lasted for 8 weeks. A total of 16 activities have been implemented, including 2 activities per week. The reason why the study was limited to 8 weeks and 16 activities is the outcomes determined in the research. The outcomes have enabled the number of weeks and events of the study to be revealed. In the study, 8 activities were carried out with a print dictionary and 8 activities were carried out with a digital dictionary. The implementation process was carried out in six stages: presentation, modeling, guided implementation, feedback, independent implementation and evaluation. Intra-group comparisons were made depending on the research questions of the students in the study group. Activity sheets belonging to students, student diaries, semi-the structured interview form, researcher diary and observation forms were subjected to content analysis and the relevant sections were coded and categorized and interpreted by the researcher according to the sub-problems of the research. Parent, teacher and key participant semi-structured interview forms are also analyzed, compared in the same way by sub-problem questions it has been interpreted accordingly. In the light of the findings obtained in the research in which the students' print and digital dictionary usage skills were compared and the contribution of these dictionaries to vocabulary teaching was examined, the contribution of print and digital dictionaries to vocabulary teaching was positive, students developed a positive attitude towards digital dictionary, in the vocabulary teaching of print dictionary it has been concluded that it is more effective than the digital dictionary. Therefore, while the Turkish lesson teachers are doing vocabulary teaching studies, it is thought that it will be useful for them to use print and digital dictionaries both to increase their permanence in word learning and the students' academic achievements. The fact that the vocabulary, which has a valuable meaning for the learning process, being at a good, qualified and adequate level also positively affects the quality of learning and the permanence in learning. A good, qualified and questioning thinking can be achieved with a good, qualified and adequate vocabulary. It is possible for an individual with a rich vocabulary to learn and at the same time to achieve permanence in the things he has learned with an interrogative thinking. A student with a rich vocabulary can be active in both understanding and explaining and be successful in terms of basic language skills. It is thought that students with rich vocabulary knowledge may have a positive impact on both their LGS achievements and their problem-solving skills may be good. As a result, it has been seen that the contribution of print and digital dictionaries to vocabulary teaching is in a positive direction. Keywords: Printed dictionary, digital dictionary, vocabulary teaching, Turkish teaching.