Abstract
The aim of this study is to investigate the note-taking habits of Turkish language teacher candidates in terms of various variables. The cross-sectional survey model, one of the quantitative research methods, was employed in the study. The data were obtained from 165 undergraduate students studying in two different Turkish language teaching programs in the southeastern part of Turkey. The Note-taking Habits Scale and Personal Information Questionnaire were used to collect the data. All data were analyzed using the SPSS software for Windows release 22.0. The arithmetic mean and standard deviation values, t-test, Kruskal-Wallis test and Mann-Whitney U test were used to analyze the data. The findings showed that the note-taking habits of the participants differed significantly based on the variables of gender, tendency to write legibly and perception of self-efficacy in terms of (a) fluent writing, and (b) summarizing. On the other hand, the results showed that the variables of grade, reading-listening preference to a text, environment preference for reading (printed or electronic), environment preference for the lecture (face-to-face or online), environment preference for saving notes (physical or electronic), and tendency to share notes were not a determinant of the note-taking habit. Based on these findings, it can be concluded that - contrary to environmental factors- the affective domains of writing (tendency and self-efficacy) are determinative on note-taking habits of Turkish language teacher candidates.
Presenters
Mehmet Ali AriciResearch Assistant, Turkish Education, Gaziantep University, Gaziantep, Turkey
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
NOTE-TAKING, HABIT, TURKISH LANGUAGE, TEACHER CANDIDATE
