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    Difficulties in Collecting Data From Children Aged 7-12
    (Igi Global, 2021) Aydin, Selami; Harputlu, Leyla; Ustuk, Ozgehan; Celik, Seyda Savran; Guzel, Serhat
    Collecting data from children who learn a foreign language is a complex and problematic area when considering their lack of proficiency in the target language and their cognitive, psychological, and social development. In addition, research shows that the number of studies that focus on the problems related to scale administration to younger language learners is fairly limited, while studies on the foreign language context mainly concentrated on issues related to adult and proficient learners. Thus, this study aims to explore the difficulties in collecting data from Turkish children aged 7 - 12 in a foreign language context. The study was designed as a qualitative case study and involved reflections, an interview, and a diary kept by the subject. Findings indicated that the problems with data collection from children were related to time and space, the lack of coordination, children's cognition levels, teacher effect on children's behaviors, and physical environment. In light of the results, some practical recommendations were presented.
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    Wiki Effect on EFL Writing Motivation: An Experimental Study
    (Selami AYDIN, 2021) Çelik, Seyda Savran; Aydin, Selami
    The number of studies carried out on the use of wikis on English as a Foreign Language (EFL) writing motivation has remained scarce. To be more specific, very little attention has been paid to the effects of wikis on EFL writing motivation in the Turkish EFL context. Therefore, the object of this study is to investigate and depict the effects of the wiki-based writing environment in terms of EFL writing motivation in the Turkish EFL context. Data were gathered via two research tools consisting of a background questionnaire and a motivation questionnaire. After the tools were administered to 42 EFL learners in control and experimental groups, the data collected were statistically analyzed. Results imply that wiki-based online writing environments contribute to a higher level of motivation and enjoyment among learners. It is suggested that wiki as an appropriate tool to increase learners’ EFL writing motivation should be integrated into the EFL learning process, and the advantages it supplies should not be ignored but exploited by the teachers.