Abstract:

In this study, which considers social media as an educational mechanism/instrument that supports Turkish education as a foreign language for international students, the Turkish learning status is a need, the activities for language learning in social media are a use, learning and language development is also coded as a satisfying parameter. The aim of the study is to establish pedagogical connections between the performance of students’ social media use and language training and to measure the educational effectiveness of social media from the perspective of students in the use-doum relationship axis. For this purpose, an survey was conducted with a sample group in which 116 students learning Turkish were selected with a layer sampling technique within the Istanbul Aydın University Turkish Teaching Center (AYDIN TÖMER). The answers to the questions addressed to students assigned to layers according to their nationality indicate that while social media shows the increasing effectiveness of Turkish learning processes, a process perception in which formal TOMER education is at the center is protected by students. According to the results of the study, which assessed students’ social media efforts for learning in the framework of the use and satisfaction approach, the various types of uses (digital performance) related to direct and indirect language learning produce digital satisfactions that exceed the limits of education and are interrelated with each other. According to the findings; the more clear and customized the formal education in TOMER includes, the more distributed, informal, and massive self-measures the social media has the potential to include. Therefore, students are not found to learn a language just on social media, as it is in TOMER. There many findings can happen at the same time or an unintended relationship can prepare its own development possibilities.

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