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Adult language learning time is limited compared with children, so the study applies blended learning to combine face-to-face and online advantages while reducing their drawbacks. Quantum learning cycle assistance aims to keep learning dynamic, easy, long-lasting, and encouraging, with meaningful content shaped by adult learner characteristics. Pre- and post-application teacher assessments guide and validate program development, contributing evidence for blended learning use in adult language education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-special-issue-8-full-length-research-paper-teacher-assessments-of-blended-teaching-turkish-as-a-second-language-assisted-by-quantum-learning-cycle/590990/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-special-issue-8-full-length-research-paper-teacher-assessments-of-blended-teaching-turkish-as-a-second-language-assisted-by-quantum-learning-cycle/590990.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is blended learning considered suitable for adult learners in language education?","Question",{"text":112,"@type":113},"Blended learning is used to minimize disadvantages of face-to-face and online learning while combining the advantages of both, making it an ideal model for language learning with limited adult time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does the quantum learning cycle play in the program?",{"text":117,"@type":113},"The program benefits from the quantum learning cycle to maintain language learning as dynamic, easy, and long-lasting, while supporting teacher encouragement and learner practice opportunities.",{"name":119,"@type":110,"acceptedAnswer":120},"How were features of adult learners used to shape the program?",{"text":121,"@type":113},"The program considered adults’ prior experience, formed values and opinions, need to be treated as adults, desire to manage learning, life/task orientation, preference for practice, differences in learning styles, and the importance of knowing “why” before learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590990,1792167866,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Special Issue 8(3), pp. S154-S161, November 2020  \nDOI: 10.30918/AERJ.8S3.20.082 ISSN: 2354-2160  \nFull Length Research Paper  \nTeacher assessments of the process of preparing a blended teaching Turkish as a second language program assisted by quantum learning cycle  \nOlcay Saltık 1, Sevgi Çalışır Zenci 1 and Hülya Pilancı2*  \n1 Department 2 Department  \nof Turkish Language, Anadolu University, Turkey.  \nof Turkish Language and Literature, Anadolu University, Turkey.  \n\n| ABSTRACT\u003Cbr>About 2 million Syrians of approximately 3.6 million who were forced to immigrate to Turkey due to unfavorable conditions in Syria are composed of adults. In order to maintain Syrians’ socio-cultural adaptation and minimize adaptation problems that they experience, their learning Turkish has become a need. As is known, the time that adults can spend on learning languages is much more limited compared to children. As an eclectic approach, blended learning arising as a result of minimizing the disadvantages of face-to-face and online learning and combining the advantageous sides of both is accepted as an appropriate model for adult learners. In the present study, the blended and Quantum learning cycle assisted teaching Turkish as a second language program for adult Syrians (at the age of 17 and above) who are under temporary protection in Turkey will be discussed and learners’ contribution to program development process will be presented. In the program, by benefitting from Quantum learning cycle, it has been possible to maintain language learning’s being dynamic, easy and long-lasting, and teachers’encouraging learner success, learners’ experiencing learning and having the opportunity to practice. Considering the specific features of adult learners, the program content has been aimed to be meaningful for learners. Teacher assessments obtained before the application of the program have been significantly impacted the development of the program and their thoughts after the application has contributed a lot. This study can contribute to the literature on the use of blended learning model in language teaching programs for adults.\u003Cbr>Keywords: Blended learning, quantum learning cycle, teaching Turkish as a second language, adult education. |\n| --- |\n| *Corresponding author. E-mail: [hpilanci@anadolu.edu.tr](hpilanci@anadolu.edu.tr). |\n\nINTRODUCTION  \nToday, adults feel a need to learn a language to improve themselves and to follow scientific, technological, cultural developments in the countries they live, or to live in another country because of some reasons including immigration, wars, education and job. However, time that adults can allocate on learning a language is more limited compared to children. One of the ideal models on learning a language is blended learning model. Blended learning is an eclectic approach that is a result of a view  \naiming at minimizing the disadvantages of face-to-face and online learning and combining the advantageous sides of both (Finn and Bucceri, 2004; Harding et al. , 2005; Kaya and Akdemir, 2016; Pesen, 2014; Whitelock and Jelfs, 2003; Williams et al. , 2008) . Based on this definition, blended learning can be explained as a model that can be used to eliminate the limitations of both faceto-face and online learning, and to develop learning by combining the advantageous sides of both (Cırak Kurt ,  \n2017) .  \nOwing to unfavorable conditions in Syria, approximately 3.6 million Syrians have immigrated to Turkey. The number of adult Syrian among these is about 2 million (Multeciler Dernegi, 2020) . As is known, variables such as language proficiency, communication capacity, cultural closeness and the duration of living in a country directly impact socio-cultural adaptation and decreases adaptation problems experienced. Learning the language of a culture is a need in terms of recognizing the culture of the immigrated country, and learning the values and rules of that country (Masgored","cbCaiac5AGJii13w","https://ap.wps.com/l/cbCaiac5AGJii13w","pdf",615872,"English","# Introduction\n## Adult language learning needs and blended learning model\n## Program description for adult Syrian learners\n# Features of adult learners\n## Learner characteristics informing program design\n# Program characteristics and instructional approaches\n## Grammar, real-life themes, and case-based problem situations","[{\"question\":\"Why is blended learning considered suitable for adult learners in language education?\",\"answer\":\"Blended learning is used to minimize disadvantages of face-to-face and online learning while combining the advantages of both, making it an ideal model for language learning with limited adult time.\"},{\"question\":\"What role does the quantum learning cycle play in the program?\",\"answer\":\"The program benefits from the quantum learning cycle to maintain language learning as dynamic, easy, and long-lasting, while supporting teacher encouragement and learner practice opportunities.\"},{\"question\":\"How were features of adult learners used to shape the program?\",\"answer\":\"The program considered adults’ prior experience, formed values and opinions, need to be treated as adults, desire to manage learning, life/task orientation, preference for practice, differences in learning styles, and the importance of knowing “why” before learning.\"}]","African Educational Research Journal Special Issue 8 - Full Length Research Paper - Teacher assessments of blended teaching Turkish as a second language assisted by quantum learning cycle | PDF",1792070879]