The aim of this study is to demonstrate effectiveness of mobile game called SOS Table in the context of the subject “Tenses in English” within the framework of mobile learning tools acceptance, learning language motivation and mobile learning attitude of the students. The target group of the research consists of preparatory class students of a school of foreign languages in a state university in Turkey. The research was carried out with mixed method research. The quantitative paradigm-based section of this study was designed with a single-group pre-test and post-test model. In this model, three different scales were applied to the participants. The participants used the SOS Table mobile game developed by the researchers for 8 weeks. After the applications, semi-structured interviews were conducted with seven participants. The quantitative data of the study were analyzed with paired sampled t-Test and the qualitative data were subjected to thematic content analysis. The results of the study indicated that the mobile application named SOS Table increased both the mobile learning tools acceptance of the participants and motivation in English, and mediated the positive attitude development for mobile learning in English. The qualitative data obtained also supported these findings.

Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors

The current study was carried out to determine the opinions of pre-service science teachers on the process of teaching practice conducted online. The study employed the phenomenological design, one of the qualitative research methods. The study was conducted with the participation of a total of 32 (17 female and 15 male) pre-service teachers attending a state university located in the Central Anatolian Region of Turkey in the spring term of the 2020-2021 academic year. The study's data were collected through the online interviews conducted with the participants and the collected data were analyzed using the content analysis method. As a result of the research, it can be stated that they encountered various obstacles in the process of online teaching practice, they had difficulty in providing classroom management and they were anxious. On the other hand, the participants also think that online teaching practice has advantages such as accessing information at the desired place and time, saving time and giving place to different online activities. In the light of these results, suggestions were made such as increasing the knowledge level of educators about online applications, providing hardware support to stakeholders and strengthening the infrastructure.