The aim of this research is to evaluate the opinions of students and teachers regarding the use of children's games as a teaching method in Turkish language classes. In the qualitative dimension of the study, a phenomenological design was used. Using a semi-structured interview form prepared by the researcher, interviews were conducted with 36 volunteer students about the use of children's games as a teaching method in Turkish lessons. Interviews were conducted with 10 Turkish language teachers working at various secondary schools affiliated with the Ministry of National Education in order to obtain their opinions on the use of children's games as a teaching method in Turkish language lessons. The data obtained from the interviews were analyzed; the findings were summarized, and the results were interpreted and presented. According to the findings obtained from the interviews, students’ views were identified on topics such as the use of children’s games in Turkish lessons, watching children’s games in video format at school, teaching language through children’s games in Turkish lessons, and designing a children’s game after watching a sample video. Teachers’ views were determined on the following topics: the contribution of traditional children’s games to teaching listening/viewing skills, the contribution of traditional children’s games to teaching writing skills, the role of traditional children’s games transformed into digital stories in teaching listening and writing skills, the adequacy of traditional children’s games in Turkish textbooks in terms of language skills, and the adequacy of using traditional children’s games as a skill-teaching method. According to the results of the research, it can be stated that using children’s games through digital stories is effective in developing listening and writing skills. Based on the interviews with students regarding the effect of using children’s games in the form of digital story activities on listening and writing skills, it was found that using children’s games in Turkish lessons was effective at a rate of 12.24%, contributing to lesson productivity, retention, motivation to attend school, and increased class participation. Most students responded positively to watching children’s games in video format at school. It was found that they supported teaching those who were unfamiliar with the games, including practical applications, and believed that although watching could be boring at times, videos could be created to make it more engaging. Students expressed that they wanted teachers to use children’s games in Turkish lessons for language teaching, as it ensured active participation and facilitated learning. Student opinions regarding designing a children’s game after watching a sample video were generally positive, with many finding the idea enjoyable. According to teacher interviews, the contribution of children’s games to teaching listening/viewing skills was 0.8%. Positive results were obtained regarding the contribution of traditional children’s games to writing skills; they were found to motivate students, be beneficial, increase writing willingness, and inspire creative ideas. It was concluded that traditional children’s games transformed into digital stories contributed to the teaching of listening and writing skills, supported writing development, and enhanced social skills. It was also determined that the adequacy of traditional children’s games in Turkish textbooks in terms of language skills was 0.2%, and that they were effective in developing speaking skills. Regarding the adequacy of using traditional children’s games as a skill-teaching method, it was found that 0.5% of teachers found them adequate, while 0.2% found them inadequate.

Digital story, children’s games, Turkish language teaching