Abstract:

The purpose of the study is to explore whether digital story narration is influential on the creative writing skills and self-writing skills of students learning Turkish as a foreign language. The research has been used by the karma method because there are quantitative and qualitative data. In the research, both quantum and quality data were analyzed and interpreted together and the combination/diversification patterns of the mixed methods were used. In the quantitative size of the study, the "pre-test and final-test control group" model was used; in the qualitative size, the model was used by the olgubilim (fenomenology). The study group is made up of students at B1 level studying at TOMER within Harran University. In the study, 2 classes at the level B1 were divided into a trial and control group with reflectless assignment. The study was conducted with a total of 40 students, including 21 students from the experimental group and 19 students from the control group. The application lasted ten weeks, starting from the level B1 to the end of the level B2. Quantitative data obtained from the composition writing studies of students in the pre-test and final-test of the study was collected with the "Writing Score Score Key" developed by Grandikiz (2011) and the "Writing Self Qualification Score" developed by Grandikiz (2011). Qualitative data were collected at the end of the research, with the "Semi-Structured Interview Form" developed by the researcher to obtain students' opinions. In the analysis of Nicel data, the Mann-Whitney U test was used to evaluate the composition writing studies of students, the t-test to evaluate the authenticity of writing. Analysis of data is used by content analysis. According to the quantitative results of the study; the student's creative writing skills and the writing self-capacity last-test scores have found that a significant difference in the benefit of the student's experimental group. This resulted in the conclusion that digital story-based writing courses were more effective and efficient than writing courses processed with the current program. According to the study’s qualitative results, students have shown that the classes processed with digital stories have developed their writing skills; in the classes they learn the rules of writing, pointing, and they are better mastered in the rules of language knowledge. Students also believe that the word treasures are increasing during this process.

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