TÜRKÇE ÖĞRETMENLERİNİN SINIF İÇİ YAZILI VE SÖZLÜ GERİ BİLDİRİMLERİNİN HATTİE VE TİMPERLEY GERİ BİLDİRİM MODELİ AÇISINDAN İNCELENMESİ: KARMA YÖNTEM ARAŞTIRMASI

1. Introduction 1.1. Background of the Study 1.2. Research Problem 1.3. Objectives of the Study 1.4. Significance of the Study 1.5. Structure of the Thesis 2. Literature Review 2.1. Overview of Feedback Models 2.2. The Hattie and Timperley Model 2.3. Feedback in Language Teaching 2.4. Previous Research on Feedback 2.5. Research Gap 3. Research Methodology 3.1. Research Design 3.2. Mixed Methods Approach 3.3. Data Collection Methods 3.4. Data Analysis Techniques 3.5. Ethical Considerations 4. Quantitative Analysis 4.1. Participants and Sampling 4.2. Survey Design and Implementation 4.3. Statistical Tools Used 4.4. Results of Quantitative Analysis 5. Qualitative Analysis 5.1. Interview and Observation Protocols 5.2. Coding and Thematic Analysis 5.3. Emergent Themes 5.4. Discussion of Qualitative Findings 6. Discussion and Implications 6.1. Integration of Quantitative and Qualitative Findings 6.2. Theoretical Implications 6.3. Practical Implications for Teachers 6.4. Implications for Policy Makers 7. Conclusion 7.1. Summary of Findings 7.2. Limitations of the Study 7.3. Recommendations for Future Research 8. References and Appendices 8.1. Reference List 8.2. Additional Tables and Figures 8.3. Research Instruments Used

1. How do the written and oral feedback strategies employed by Turkish language teachers align with the Hattie and Timperley feedback model? 2. What are the perceived impacts of feedback provided by Turkish language teachers on student performance and engagement, as measured through a mixed-methods approach?