We applied for this project to address the lack of effective tools for developing speaking skills among bilingual Turkish youth in Europe and young immigrants in Turkey. Existing language teaching methods were insufficient in providing interactive, technology-driven solutions that build communicative competence. There was also a clear need to create a shared curriculum with international partners and to strengthen cultural exchange. The absence of scenario-based, multi-choice dialogues and interactive learning resources was a key motivation for the project. By developing technology-supported language teaching models, we aimed to fill this gap and establish sustainable collaboration among educators and institutions.
Our main goal was to create an innovative teaching model for improving speaking skills of bilingual youth and immigrant learners, develop a CEFR-aligned curriculum, and build a digital learning environment supported by interactive dialogue videos. We aimed to establish lasting collaboration among partner institutions, enhance teachers' capacity to use technology-based methods, and promote language learning enriched by cultural interaction. By the end of the project, our objective was to achieve measurable improvements in learners' communicative competence and to produce sustainable digital resources.
We worked on four main project results: needs analysis, interactive speaking curriculum, diagram-based speaking scenarios, and dialogue videos with activity packages. To develop these results, we held regular online meetings and three transnational project meetings (TPMs). A Learning, Teaching, Training (LTT) activity was organized to allow partner institutions to share expertise, test the developed project results, and design pedagogical approaches aligned with the project's objectives. During this event, workshops were held on the curriculum and diagram-based scenarios, digital content was tested, and improvement suggestions were generated. Video shootings, scriptwriting, content editing, and quality assurance workshops were also conducted. Two international symposiums (ISOHTEL 2023 and ISOHTEL 2024) were organized as the project's multiplier events, where our project results were presented. Furthermore, local, regional, national, and international dissemination activities were conducted. All these activities were finalized with the testing of the digital platform and the production of sustainable learning materials.
At the end of the project, four main project results were completed: (1) The Needs Analysis Report, which identified the speaking needs of bilingual youth in Europe and immigrant students in Turkey. (2) The Interactive Speaking Curriculum, which included a CEFR-aligned structure and thematic units. (3) The Diagram-Based Speaking Scenarios, which supported learners' communication skills through multi-choice dialogue flows and visual-audio prompts. (4) The Dialogue Videos, consisting of modular video sets and digital speaking activities. In addition, the www.dilagaci.com web platform was developed and tested. Two international symposiums (ISOHTEL 2023 and 2024) were organized. Dissemination activities were conducted with decision-making institutions (Turkish Language Association, Yunus Emre Institute, Ministry of National Education, Presidency for Turks Abroad and Related Communities). Support was received for the promotion and integration of the dilagaci.com web application on different platforms. As a result of the project, teachers' capacity to use technology-based methods was enhanced, and sustainable digital learning materials were produced.