The effect of digital dictionary applications in teaching Turkish as a foreign language on reading understanding, vocabulary and permanence

Developments in international relations and increasing immigration have made learning a foreign or second language a way of life for people of the 21st century and learning and teaching Turkish as a foreign language has gained importance in this process. In the literature, it is emphasized that technology-supported applications in foreign language teaching are becoming increasingly widespread and make learning in language skills permanent and effective. In this direction, it is seen that technology- oriented studies in the field of teaching Turkish as a foreign language are increasing. In this study, the effects of technology-based digital dictionary applications on reading comprehension skills, enriching vocabulary, and permanence in teaching Turkish as a foreign language were examined. Experimental design with pretest-posttest control group was used in the quantitative dimension of the study, which was designed with explanatory sequential mixed design. The study group, which was determined by using the easily accessible case sampling technique, consists of a total of 45 students learning Turkish at A1 level at ALKU TÖMER. Quantitative data of the study were collected through reading comprehension achievement test and vocabulary achievement test, and qualitative data were collected through semi-structured interviews. Expert opinion was sought for the validity of the tests developed in the context of validity and reliability calculations, and item difficulty and item discrimination analyses were performed with the KR-20 reliability test for reliability calculations. As a result of the research, significant differences were found in favor of the experimental group between the reading comprehension skills and vocabulary of the students after the 6-week practice. The qualitative dimension of the research was designed as a case study. Accordingly, a semi-structured interview form was used to get the opinions of the students in the experimental group in which the application was carried out. Expert opinion was sought for the reliability of the semi structured interview form. The data analyzed by content analysis and descriptive analysis reveal that the students in the experimental group have a positive opinion about the application process. Keywords: Teaching Turkish as foreign language, digital dictionary, vocabulary, reading comprehension