Basic Language Skills Research Articles

Effect of Creative Drama Method on the Success in Basic Language Skills, Grammar and Vocabulary Teaching Fields in Turkish Lesson: Meta-Analysis Study

The purpose of this study was to determine the effect of the creative drama method on the success in basic language skills (listening, reading, speaking, writing), grammar, and vocabulary teaching fields in Turkish lessons by using the meta-analysis method. 37 Effect sizes within 24 different studies were reviewed. Publication type, class level, skill areas, practice time were used as moderator variables in this research. Comprehensive Meta-Analysis 2 (CMA 2) was utilized to analyze the studies determined in the research. According to the results, the creative drama method creates positive (significant) impacts on basic language skills (listening, reading, speaking, writing), grammar, and vocabulary teaching fields (z=9.959; p=.000). As time increases in creative drama applications, the effect of application increases at the same time. However, it is also found that the effect of the creative drama method on students’ success does not significantly vary by publication type and class level. Moreover, the effect of creative drama on students’ success varies by skill areas while the highest effect size is in speaking skill and the lowest effect size is in vocabulary teaching.

MAFHUM MAHARAH QIRAAH DAN MAHARAH KITABAH


 Abstract
 In Arabic there are four basic language skills, namely listening skills (Maharah Istima'), speaking skills (Maharah Kalam), reading skills (Maharah Qiraah), and writing skills (Maharah Kitabah). Listening and speaking are two skills related to the use of Arabic in the spoken realm while reading and writing are two skills related to the use of Arabic in the written realm. These four aspects are important aspects in learning Arabic, because these four skills cannot be separated. Because the position of these four skills is very supportive in the achievement of language skills.
 Writing this article aims to describe the concept of Fahmul Mahaarah al-Lughowiyah, namely about Maharah Qiraah and Maharah Kitabah. Which includes the understanding, classification, teaching principles, and teaching techniques of Maharah Qiraah and Kitabah.

Effects Of COVID-19 Pandemic on Bilingual Students' L2 Basic Language Skills

This study investigated the effect of adverse learning conditions (the COVID-19 pandemic and multi-grade classrooms) on bilingual students' L2 (Turkish) speaking, listening, reading, and writing skills. The study looked into the basic language skills of bilingual children who have been receiving education in multi-grade classrooms during the COVID-19 pandemic. Method: The sample consisted of 69 third- and fourth-grade students from four primary schools. The study sought answers to three questions: (1) What level of speaking, writing, reading, and listening skills do students have (2) How do independent variables (gender, the age of Turkish acquisition, grade level, parents’ education, and school) affect students’ language skills (3) What kind of relationship is there between students’ speaking, writing, reading, and listening skills. The study adopted a multiple case study design. Data were analyzed using nonparametric tests, correlation, and multiple group comparisons. Findings The results revealed findings regarding participants’ speaking, reading, and listening skills. The independent variables did not affect participants’ language skills. The results showed that participants had below-average L2 speaking, listening, reading, and writing skills. The results indicate that bilingual students in multi-grade classrooms have low L2 language skills during the COVID-19 pandemic. And The results indicate that bilingual students in multi-grade classrooms in the schools in the rural areas of Turkey have significant gaps in their L2 language skills.

Dynamics of integration of process drama in EFL classrooms: A holistic approach of activity based pedagogy

Theatre/drama is an art form that conveys feelings and emotions, as well as thoughts and concerns from the history of human civilisations. Theatre and drama have been used and defined for educational purposes in many different ways. They can be effectively assimilated in language classes to achieve a communicative goal through the integration of four basic language skills (LSRW), and are a powerful tool for engaging students with content. Drama engages students in social contexts where they can think, imagine, talk, manipulate concrete materials and share their views on various social issues. This study uses a quantitative method to collect data from respondents and explores students' perspectives on the use of drama techniques for educational purposes. This paper aims to explore the main problems and challenges faced by teachers in real classroom situations. It also describes how educational drama activities can be assimilated into second-language classrooms, and highlights the strategies of role-play, visualisation and classification, as well as how they can be used in the classroom. It also aims to discuss how drama techniques can be effectively improvised and implemented in English language teaching in an EFL/ESL context.

Examination of The Perceptions of Students Learning Arabic Language through Drawings

The Arabic language is one of the essential and lively communication languages of today's world, making it inevitable to benefit from new methods that will develop four basic language skills in an equal and balanced way in Arabic teaching. However, it is essential to determine how effective and appropriate this teaching is in terms of feedback. Therefore, this study aimed to examine the perceptions of 5th and 6th-grade students towards Arabic through the pictures they drew. Participants in the study were determined using the criterion sampling strategy. The research data consists of pictures drawn by 168 students about the Arabic language. The content analysis technique was used to analyze the obtained data. Student drawings were examined in five categories: theme, environment, human characters, tools and motifs, and expressions and symbols that reflect emotions. As a result of the evaluations, most students associate Arabic with foreign language and religious phenomena. At the same time, in light of the data obtained, it is concluded that the students have a favorable view of Arabic.

IMPLEMENTASI SAMBHAṢAṆA DALAM UPAYA MENGEMBANGKAN KEMAMPUAN DASAR BERBAHASA SANSKERTA

The view of sanskrit as a dead language and a language that is difficult to learn is not completely correct and must slowly be eliminated. Awareness to increase the existence of sanskrit has been initiated in several parts of the world by making it a daily communication language. The basic learning of sanskrit which is initiated at this time places more emphasis on communication skills, not on the grammatical structure. Learning is packaged more effectively and efficiently through the sambhaṣaṇa (conversation) method by applying simple grammar or communication patterns. Conversation is a very common method in learning other languages, but it has become a new design in teaching sanskrit. Thus, this study was conducted to analyze and develop the concept of implementing the sambhaṣaṇa method in relation to developing basic sanskrit language skills. This research was conducted through a qualitative approach by presenting the data descriptively. The results showed that the application of the sambhaṣaṇa (conversation) method was very effective and efficient in developing basic sanskrit language skills. Learning sanskrit through the sambhaṣaṇa method begins with the introduction of objects and activities in the surrounding environment. Sanskrit conversation material can be arranged in the form of special themes that are relevant to the daily lives of students. During the learning process, the teacher has the task of correcting errors that arise from conversations practiced by students. The success of the learning is determined by the motivation of the students, the competence of the teacher, the intensity of the exercise, and the vocabulary mastered by the students.

Challenges and Solutions of Syrian Refugee Children in the Process of Acquiring Basic Language Skills

The aim of this study is to determine the problems experienced by Syrian refugee children in the 1st grade primary school in the process of acquiring basic Turkish language skills (listening, speaking, reading and writing) and the solutions to these problems according to the views of teachers, parents and students. Since the most Syrian refugees in the world are in Turkey, this study was based on basic language skills in Turkish. This research was designed as a survey model. The study group of the research consists of 126 classroom teachers, 15 parents and 15 students. In the research, criterion sampling method was used to determine the participants to be surveyed, and snowball sampling method was used to determine the participants to be interviewed. The research data were collected with the data collection tool titled "Teachers' Opinions on Basic Language Skills" developed by the researcher and a semi-structured interview form. Frequency (f) and percentages (%) were used in the analysis of quantitative data, and descriptive analysis technique was used in the analysis of qualitative data. It has been concluded that Syrian refugee children have problems in describing the text they listen to determining the subject of what they listen, and answering questions about what they listen. In the study, it was determined that Syrian refugee children had severe problems related to the acquisition and use of basic Turkish language skills. It has been concluded that these children can be solved by providing basic Turkish language skills with contemporary approaches, methods and techniques enriched with appropriate materials and supported by technology and cultural elements.

SINIF ÖĞRETMENLERİNİN SESLİ OKUMAYA YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ

Developing reading skill that is one of the basic language skills in primary school years is important for a student to become a good reader in the following years. When the literature is examined, it can be seen that there are many methods to improve reading skills such as reading comprehension, reading fluency, and reading motivation. Reading aloud is one of these methods. Primary school teachers can read aloud to their students, and students can read aloud in class so that their friends and teachers can hear them. While reading aloud, teachers become a model for their students, stop reading at the appropriate points during reading by making explanations, ask questions, talk about the answers given by their students, and this interactive process can improve students' reading skills. This research aims to reveal the opinions of primary school teachers about reading aloud in the context of both reading aloud to their students and students’ reading aloud, and the types of activities they have done about reading aloud. The study group of the research consists of 452 primary school teachers, 316 of whom are female and 136 of whom are male, working in Ankara and are in different grade levels. Research data were collected through a questionnaire prepared by the researcher. As a result of the analysis of the answers given by the teachers to the questions, it was revealed that the teachers found reading aloud activities essential, and even if they did reading aloud with different methods, they did not performed these activities in a way to contribute to the development of students' reading skills. Keywords: Reading, reading aloud, reading aloud in primary school

Yabancılara Türkçe Öğretiminde Web 2.0 Araçlarının Kullanımı: Sistematik Alanyazın Taraması

Technology has accumulated and changed over time. Students and every individual with learning qualifications frequently benefit from internet technologies in their daily lives. Information technologies have become a part of life in every field and have also started to be used in language teaching. Teachers' use of these technologies during language teaching activities can make positive contributions to the lesson and increase their motivation to teach. In addition, students' interest and motivation in the lesson may increase in lessons where information technologies are used. Benefiting from the opportunities offered by technology in foreign language education is increasing in parallel with the development of technology. With the establishment of TÖMER, teaching Turkish as a foreign language has become systematic, and teaching Turkish as a foreign language has become more widespread in the last ten years. In this context, the use of technology in Turkish foreign language teaching has the potential to make serious contributions to making foreign language education more effective. One of these technologies is Web 2.0 tools. The current study aims to identify Web 2.0 tools used in teaching Turkish to foreigners and have the potential to use them and to present suggestions for teachers and students. A systematic literature review was conducted based on the qualitative research paradigm to achieve this aim. In the last ten years, studies on internet technologies in teaching Turkish to foreigners were included in the study. The research was carried out through SCI and ULAKBİM indexes; first of all, web 2.0 tools used in language teaching were determined, those related to mother tongue teaching were excluded, and those with the content of teaching Turkish to foreigners were transferred to the study. For the research, 35 articles, 8 books, and book chapters with the content of teaching Turkish to foreigners, more than 100 language teaching, and a website containing information about web 2.0 tools were scanned. Document analysis was performed on the study set obtained in the light of the criteria determined in the research. The web 2.0 tools are used to develop the vocabulary of the data obtained, and to gain basic language skills; They are categorized as web 2.0 tools used in measurement and evaluation. The numerical data obtained on Web 2.0 tools were tabulated, and the tools were briefly introduced.

Okuduğunu anlama becerisinin geliştirilmesinde metin kullanımı: Türkçe ders kitaplarındaki metinler üzerine bir inceleme

Türkçe dersi bilgi aktarımından ziyade beceri kazandırmayı amaçlayan bir derstir. Bu derste kazandırılması hedeflenen becerilerden biri de okuma becerisidir. Okuma becerisi aynı zamanda okuduğunu anlama becerisine de temel teşkil eder. Zira okuma ile başlayan süreç anlama ile devam etmektedir. Bu çalışmanın amacı, okuduğunu anlama becerisinin geliştirilmesinde Türkçe ders kitaplarında yer alan metinlerin kullanımını incelemeyi amaçlamaktadır. Çalışmada MEB tarafından ücretsiz olarak temin edilen ve 2021-2022 eğitim-öğretim yılında kullanılan Türkçe ders kitaplarında yer alan metinler incelenecektir. Doküman analizi ile bu metinlerin tasnifi, tür dağılımı, Türkçe dersi öğretim programına uygunluğu ele alınacaktır. Metin türü dağılımı, okuduğunu anlama becerisine ilişkin etkinlikler analiz edilecektir. Bu analizler ışığında yapılacak sınıflandırmalar ile metinlerin beceri kazandırma sürecine uygunluğu, içerik açısından yeterliliği, etkinlikler açısından verimliliği değerlendirilecektir. Öğrenci ve öğretmenler için birincil ders kaynağı olan ders kitaplarının anlama ve yorumlamaya uygun olarak hazırlanıp hazırlanmadığı tespit edilmeye çalışılacaktır. Kitapların Türkçe dersinin temel amaç ve hedeflerini yansıtma düzeyi ve etkinlik süreçlerinin bu amaca ne aşamada hizmet ettiği ortaya konulacaktır. Çalışmada aynı zamanda Türkçe ders kitaplarının, kitapta yer alan metinlerin ve bu metinlere bağlı etkinliklerin yeterlilikleri değerlendirilmiş olacaktır. Türkçe dersinin sistemli bir şekilde yürütülmesi için en önemli kaynak olan ders kitapları öğrencilerin motivasyon düzeylerini etkilemektedir. Bu kitapların; öğrencilerin derse olan ilgisini arttırması, öğrenmeyi kolaylaştırması, zengin ve nitelikli olması gerekmektedir. Bu kitapların aynı zamanda öğretme/öğrenme sürecinde öğretmene kolaylık sağlaması beklenmektedir. Öğretmenin rehberlik edeceği bu süreçte nitelikli ve zengin içeriklerle hazırlanmış ders kitaplarının temel dil becerilerinin ve bu bağlamda okuduğunu anlama becerisinin gelişiminde katkı sağlaması gerekmektedir. Çalışma kapsamında elde edilecek sonuçlar doğrultusunda hem ders kitaplarının niteliğinin geliştirilmesine hem de içeriklerinin temel dil becerilerinin kazandırılması sürecine katkı sağlaması beklenmektedir.

ERROR ANALYSIS ON THE INTRODUCTION OF ENGLISH ACADEMIC WRITING BY CHINESE NON-ENGLISH MAJOR POSTGRADUATES AND WAYS TO IMPROVE THEIR WRITING ABILITIES

The ability to write English academic paper is a basic language skill that postgraduate students should master. This article was intended to analyze the errors in English academic writing made by Chinese non-English major postgraduates and find out ways to improve students’ writing abilities. The author selected one class randomly from the first-year postgraduate students of non-English major at North China Electric Power University (NCEPU). The class consisted 48 students and all of them could participate on the research. This study used quantitative and qualitative research methods in analyzing the data. The instrument of this research was iWrite 2.0 (an online system for automatically correcting English papers) correction and then the author collected the types and frequency of the errors. According to the results of iWrite 2.0, the author collected the error types into the following eight categories: subject-predicate disagreement, run-on sentences, missing conjunctions, incorrect use of nouns in singular and plural forms, verb tense errors, misuse of determiners, punctuation problems, and spelling errors. The results of this research showed that the main reason for the errors was the difference between the Chinese and English ways of thinking. In response, the author proposed three ways to help students improve their academic writing skills, namely, enhancing students’ basic knowledge and application ability of English, improving students’ subject knowledge and professional ability, and giving feedback from teachers.

How to Incorporate Language Form, Function, and Structure in the SIOP Model Lessons

The paper looks at the current practice of CBI (Content-Based Instruction) and the Sheltered Instruction Observation Protocol (SIOP) Model as dominant methodological approaches of teaching a foreign or second language (FL/SL) and proposes some useful teaching strategies for the development of L2 skills not only in the public school system of the USA but for similar teaching environments in other countries where English is a medium of instruction of at least a few content subjects. The paper specifically addresses the difficulties many in-service and novice teachers experience during the SIOP lesson planning to come up with meaningful language teaching objectives in order to facilitate learning of both content and all four basic language skills such as reading, writing, listening, and speaking (Bautista & Castañeda, 2011, Bigelow & Ranney, 2005, among others). The main proposal of the paper on how to advance these skills is informed by the best practices of teaching and learning that follow English Language Development (ELD) standards of certain states and International TESOL standards. With these guiding documents and teaching principles drawn from a variety of reputable sources, the paper offers some hands-on strategies and teaching scenarios that could potentially enhance the focus on linguistic form, function, and structure during content lessons to facilitate L2 learning, and this focus includes word decomposition skills that are instrumental in vocabulary learning and complex syntactic structures such as passives during teaching Social Studies and Math lessons. The paper will be useful for both inservice teachers and teacher candidates who are preparing to deliver sheltered courses of various subjects in schools such as Math, Science, Social Studies, Language Arts, and so on. The paper also touches on the division of labor between content teachers and ELS professionals on how they need to collaborate to be able to better serve L2 learners at the various stages of L2 skill development.

Turkish teachers' use of the EBA platform in the distance education process

Yakın tarihte ortaya çıkan Covid-19 salgını, tüm dünyada sağlık sistemi başta olmak üzere ekonomik, sosyal ve toplumsal faktörler bakımından öngörülemedik değişimlere neden olmuştur. Salgın şartları ekseninde sokağa çıkma yasaklarının başlamasıyla bahsi geçen öngörülemedik değişimlerin yaşandığı alanlardan biri de eğitim sistemidir. Belirtilen sebeple gerçekleştirilemeyen yüz yüze eğitim sonucunda dünya genelinde milyonlarca kişi açık ve uzaktan eğitim yoluyla eğitim görmeye başlamıştır. Ülkemizde de tüm öğretim kademelerinde yüz yüze eğitime bir süre ara verilmiş ve tüm öğrenciler için uzaktan eğitim olanakları tercih edilmiştir. Bu olanaklar içerisinde Türkiye, EBA isimli eğitim platformunu uzaktan eğitim sürecinde etkin olarak kullanmaya başlamıştır. Yaşanan bu süreçte EBA platformunun Türkçe eğitiminde ve bu bağlamda dört temel dil becerisinin aktarımında ne kadar etkili olduğu sorusu akıllara gelmektedir. Araştırmanın amacı, uzaktan eğitim sürecinde Türkçe öğretmenlerinin dört temel dil becerisi üzerinden EBA platformunu kullanım durumlarını belirlemektir. Bu bağlamda çalışma nicel araştırma yöntemlerinden tarama (survey) modeliyle desenlenmiştir. Çalışma grubunu, rastgele örnekleme yöntemi ile seçilen 93 Türkçe öğretmeni oluşturmaktadır. Veriler Google Forms aracılığıyla, araştırmacılar tarafından geliştirilen “Uzaktan Eğitim Sürecinde Türkçe Öğretmenlerinin EBA Platformunu Kullanım Durumları” anketi ile toplanmıştır. Araştırma sonucunda; Türkçe öğretmenlerinin uzaktan eğitim sürecinde EBA platformunu okuma becerisi açısından etkin kullandığı ancak gönderdikleri çalışmaların konuşma, yazma ve dinleme/izleme becerilerinde işlevsel olmadığını düşündükleri tespit edilmiştir. Elde edilen bulgular neticesinde EBA platformunun Türkçe eğitiminde kullanımı ile ilgili çeşitli öneriler sunulmuştur.

Literacy: A Way Forward for Quality Education in Nigeria

This paper examines the assessment of literacy as a way forward for quality primary education in Nigeria. Literacy is a life-blood of an individual skills, knowledge, attitude and potentialities. Therefore, assessment in teaching and learning of English gives the teacher the evaluative picture of students’ linguistic background, language competency and the needs of the learner. moreover, the paper posits that multiple of assessments in reading and writing improve students’ level of proficiency in mastering the language. The paper also examines some types of assessment which gives the language teacher an advantage of choice of testing a particular skill be applied in teaching and learning of the basic language skills. However, the paper discussed the purpose of assessment in relation to literacy.

Yabancı Dil Olarak Türkçe Temel Dil Becerilerinin Öğretiminde Öğrenci Motivasyonun Sağlanmasında Kullanılan Yöntemler

In this study, the methods used to provide student motivation in the development of four basic language skills in teaching Turkish as a foreign language were examined. In the research, a short scientific explanation about motivation was given and it was associated with the subject. The importance of using various motivational methods in Turkish education for foreign students and its effect on the teaching process are highlighted. In the study, different sources and data related to the subject were used. The purpose and methods of using motivation were questioned from the perspective of students and teachers. In the study, different ideas about the differences between intrinsic and extrinsic motivation and which one is more efficient in the educational process were carried out. Case study, one of the qualitative patterns, was used in the research. Data were collected through document review and evaluated with content analysis. According to the findings, if internal and external motivation is used correctly and appropriately, it is understood that what is taught is used more quickly and for a long time by students. According to the results of the research, the contribution of motivation to foreign language education, the use of different types of motivation in second language teaching and which one is more efficient are scientifically explained. In addition, the importance of using different motivation methods in foreign language lessons and making new knowledge permanent thanks to it was emphasized. Keywords: Foreign language, Turkish teaching, student motivation, methods

English Teaching in an Indonesian Vocational High School Majoring Industrial Machinery Engineering

Theoretically, teaching English in Vocational High Schools (VHS) should relate to and support specific skills required by students based on their major. In reality, teaching English in Indonesian VHS is mostly similar to general schools. Discussions on this issue have been long contested by many researchers in diverse contexts, yet, little focus was given to the Industrial Machinery Engineering major. Therefore, the present study aims to investigate the actual needs of students in industrial machinery engineering in learning English. By administering questionnaires to 200 students at a VHS in Medan, this mixed-method study seeks the students' comprehension of the types of English language skills they used, the purpose of learning these skills, their ability to use the skills, and the basic English language skill they must acquire as part of their English language course arrangement. To scrutinize deeper investigation, in depth-interviews were also employed with ten students in that school. The findings emphasize several aspects that students of English for industrial machinery engineering require in learning English and establish the students’ English language skills gaps, wants, and needs. This paper also provides pedagogical implications that could aid in improving English language teaching tailored to the needs of the students.

THE EFFECT OF GRAMMAR MASTERY AND LEARNING MOTIVATION ON ENGLISH SPEAKING ABILITY

Speaking is one of important parts in teaching language because it includes one of four basic language skills. That skill is taught to students in order to be able to use English in real communication. The quality of a person's communication depends on the quantity and quality of the use of grammar. Besides being able to understand of grammar, learning motivation is also very important. Students who have high learning motivation are very influential on high speaking ability. Otherwise, students who have low motivation have an effect on low speaking ability. Therefore, those factors are common problems faced by students where the students are not actively engaged in a speaking activity. And that happened to students of class XI at SMAN 1 Losarang and SMAN 1 Kandanghaur, Indramayu district. This problem motivated the researcher to investigate the effect of grammar mastery and learning motivation on students' speaking ability. The subjects in this study were 75 students of class XI. The instrument used was multiple choice with 20 questions for the variable of mastery of grammar and a questionnaire with 30 questions used Scala Likert for the variable of learning motivation. The inference analysis used is descriptive correlational research and multiple linear regression. The results showed that there was a significant effect of mastery of grammar and motivation to learn together on the ability to speak English, this is evidenced by the acquisition of Sig. = 0.000 < 0.05 and F observe = 60,468 . There is a significant effect grammar mastery towards the ability to speak English, this is evidenced by the acquisition of Sig. = 0,04 <0,05 and T observe = 2,089. 3) There is a significant effect of learning motivation towards the ability to speak English, this is evidenced by the acquisition of Sig. 0,000 <0,05 and T observe = 5,586. The study concluded that with students had good mastery of grammar and high learning motivation certainly had a big influence on students' speaking abilities, especially in English.

The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language

The ChallengeLearners who attend a foreign language course aim to learn the lexis and grammar of that language and develop their basic language skills. Does this mean that idioms which are among the essential elements of any language are taught at a satisfactory level to learners? Can learners be taught a strategy that would enable them to guess the meanings of unknown idioms in the contexts they are used? This article presents the results of a study that developed activities to teach idioms that contained orientation metaphors and incorporated them into a language program.

Himpunan Mahasiswa Jurusan dan Matrikulasi Bahasa Arab bagi Mahasiswa Baru

Arabic matriculation is an additional course program provided by the Arabic Education Department to new students to equalize their basic Arabic language skills. This program is better known among students as the Afternoon Course, where the Student Association plays a role in succeeding it. Therefore, this research aims to embrace the role of the Student Association in Arabic matriculation programs for new students. This research is descriptive with a qualitative approach where data collection techniques are interviews, observations, and documentation. Data begins to be analyzed during data collection based on the data analysis process by Miles and Huberman, namely: data reduction, data presentation, and data collection. The results showed 1) In the implementation of afternoon course matriculation, the department and the student associations established beneficial cooperation and good relations between the two parties. 2) The role of the student association in the program includes recruitment of tutors, pretesting, scheduling, implementation of learning, and evaluation. 3) The motivation of students to become tutors is to seek experience and as a forum for teaching exercises. The benefit they get when they become a tutor is that it helps improve their teaching skills. Further research is needed on the effectiveness of the matriculation program on participants' Arabic language skills and the effect of the program on the teaching ability of tutors.

An examination of Theses and Dissertations on Teaching Turkish as a Foreign Language: A Documentary Analysis of Studies Carried out Between 2008 and 2020

This study aims to determine the approaches, strategies, methods, and techniques used in quasi-experimental theses and/or dissertations related to teaching Turkish as a foreign language. The documents examined in this study were retrieved from the Council of Higher Education Thesis Centre database. The keywords “Turkish for foreigners” and “Turkish as a foreign language” were used in the database search. As a result of the database search, a total of 50 quasi-experimental theses or dissertations that included information about the approaches, strategies, methods, and techniques were accessed. The basic qualitative research design was employed in the study. The examined documents were limited to those conducted between 2008 and 2020. The document analysis method was used to collect data. Using descriptive analysis, the data were classified based on the sub-problems. It was determined that there were differences in the distribution of approaches, strategies, methods, and techniques in theses and/or dissertations related to teaching Turkish as a foreign language and that most studies were carried out on teaching techniques. In addition, it was found that most of the applications in the theses and/or dissertations were for the independent user level and that the researchers mostly preferred the areas of writing skills and vocabulary in their applications. Another finding of this study is that attributing equal importance to four basic language skills, the number of experimental studies on teaching Turkish as a foreign language has been increasing.