The effect of using digital story in teaching idioms to secondary school students on success and permanence

In this study, it is aimed to examine the effect of using digital stories on the success of teaching idioms, which are one of the most important parts of our language and culture. The quantitative dimension of the research, in which the mixed method was used, consists of a single-group pretest-posttest experimental design, and the qualitative dimension is a phenomenological study. The study group of the research consists of 22 7th grade students studying at Derinkuyu Imam Hatip Secondary School in Nevşehir province, Derinkuyu district, in the 2021/2022 academic year. In the study, an achievement test on idioms developed by the researcher was used to collect quantitative data, and a structured individual interview form and focus group interviews were used to collect qualitative data. The application lasted for 7 weeks. First of all, the idioms in the texts corresponding to the implementation period were determined in the 7th grade Turkish textbook; These 26 idioms identified were processed in the stories prepared by the researcher; Finally, the prepared stories were brought into digital story format. The achievement test regarding the idioms developed before the application was applied to the study group as a pre-test. The activities related to the idioms encountered in the lessons during the application were carried out through digital stories. During this process, qualitative data regarding the application were collected through a structured individual interview form, and the achievement test regarding the idioms developed as a result of the application was applied as a posttest. Three weeks after the end of the application, the permanence test was applied and focus group interviews were conducted. As a result of the analysis of the quantitative data obtained, there was a statistically significant difference (t=-7.692, p<0.05) between the pretest scores of the study group (X̄=14.00) and the posttest scores (X̄=18.77) in favor of the posttest. It was observed that there was no statistically significant difference (t=1,152, p>0.05) between posttest scores (X̄=18.77) and retention test scores (X̄=17.86). As a result of the analysis of the qualitative data obtained from the structured individual interview form and focus group interviews, it is seen that the participants mostly think that digital stories add fun to the teaching of idioms, make it easier, and increase understanding and learning. As a result of the research, it was found that the use of digital stories increased the success in teaching idioms; provides permanence in learning; students see idiom teaching with digital stories as fun, facilitating and instructive activities; students prefer teaching with digital stories over other methods used in idiom teaching; For all these reasons, it has been concluded that digital stories can be a powerful material that can be used in the methods and techniques used in idiom teaching. Keywords: Digital story, idiom teaching, vocabulary, success, Turkish teaching