Construction Of "Social Actor" And Personal Learning Environment (Ple) Through Digital Tasks In Teaching Turkish As A Foreign Language

This study aims to examine the role of action-oriented digital tasks in the construction of students' Personal Learning Environments (PLE) and their contribution to the development of "social actor" identity within the process of teaching Turkish as a foreign language (TTFL). The research group consists of 50 students learning Turkish in Samarkand, Uzbekistan. It was observed that digital tasks such as vlog production, designed within the framework of CEFR (2020) principles, integrated students' linguistic competences with digital literacy, reduced speaking anxiety, and supported learner autonomy. In the study, which employed a mixed methods design, students' skills in selecting and managing their own learning tools during digital production processes were analyzed. The findings indicate that action-oriented digital tasks transform students from passive users into active social actors and offer a modern, technology-supported model for TTFL.