Turkish Language Teaching Research Articles

Analysis of Turkish Curriculum at the Middle School Level Prepared during the Republican Era

This study examines Turkish Curriculums during the Republican Era, focusing on objectives, learning outcomes, content, teaching-learning processes, and evaluation dimensions. Analyzing 11 curriculums (1924, 1929, 1931-32, 1938, 1949, 1962, 1981, 2006, 2015, 2017, and 2019), we obtained five primary sources and accessed the remaining sources through the examination of 289 previous studies. Through document analysis, we present changes in components, objectives, domains, themes, methods, and assessment in the programs. Although there were no significant modifications from 1949 to 1981 and from 1981 to 2006, the Ministry of National Education has continuously changed programs. Findings reveal various approaches to Turkish language education, with significant changes after 2006, particularly in reading and comprehension skills. These changes reflect evolving educational goals and global trends. The study emphasizes the need for continuous development and adopting contemporary educational approaches in Turkish Curriculums to meet changing needs and ensure progress in the education system.

A comparison of Turkish and European English language teachers’ language assessment knowledge levels and perceptions

Language assessment knowledge, the capacity of language instructors to skillfully design, construct, and assess language evaluations, is pivotal for effective language education. This study investigates the language assessment knowledge, encompassing both general and skill-specific aspects, of in-service language educators from Europe and Türkiye. The primary objective is to contrast the language assessment knowledge of these two groups, highlighting potential differences in their assessment knowledge in terms of general and four language skills. Employing a mixed-methods approach, data were gathered sequentially via quantitative scale and qualitative online interviews. A total of 94 language teachers, 48 from Turkey and 46 from diverse European countries took part in this research. They completed the Language Assessment Knowledge Scale, and eight instructors engaged in semi-structured online interviews. The participants were selected using convenience sampling. The results indicated that while both groups scored above the average and were considered assessment literate, European language teachers had a significantly higher level of LAK compared to Turkish language teachers. This suggests that European teachers possess greater proficiency and competence in language assessment, potentially influencing the quality of the assessments they create and assess. Considering the importance of assessment knowledge mentioned in numerous studies, despite the limited sample size of this study, its results are important for the professional development of language educators. These outcomes can inform the development of teacher training programs, particularly for Turkish educators. The Ministry of National Education may consider prioritizing assessment-related subjects, such as assessing the four language skills, in future in-service teacher training initiatives.

A Comparison between the Acquisitions Foreseen in the Novel “İz Peşinde” (In Pursuit of the Trail) by Mavisel Yener and the Acquisitions in the Turkish Language Teaching Program

In order to identify the acquisitions foreseen for middle school children in the book “İz Peşinde” (In Pursuit of the Trail) in Mavisel Yener’s “Dolunay Dedektifleri” (Full Moon Detectives) series, this study was conducted. The study sample is composed of the author’s book “İz Peşinde”. Sub problems, assumptions, the importance and purpose of the research were included in the study. The work examined in this study, in which qualitative research method was used, was analyzed using descriptive analysis method. Based on this analysis, the work was read, examined, labeled, classified, and then associated with the acquisitions determined for middle school students in the Turkish Language Course (Grades 1-8) Curriculum (2019). It was concluded that Mavisel Yener’s “İz Peşinde” includes examples that match the learning outcomes in the Turkish Language Course (Grades 1-8) Curriculum. Therefore, it is believed that this work written in the field of children’s literature is appropriate for the curriculum and can be used as a material in Turkish Language courses.

THE USE OF TECHNOLOGY IN LANGUAGE EDUCATION: VIRTUAL BOARD APPLICATION

The use of a virtual whiteboard as an educational tool encourages learning as it enables students to share and interact with information in a virtual environment, thus contributing to the creative learning process by increasing students' interest and understanding. This study aims to examine the purposes of using the virtual board application in language education and to determine its contribution to students' education. The target group of the study was the first-year students of the Department of Turkish Language and Literature and the Department of Turkish Language Teaching. The use of virtual whiteboards was applied to native Turkish speakers in mother tongue education and in teaching Ottoman Turkish with the use of different alphabets. The data obtained were interpreted with the qualitative research method. The findings are evaluated and interpreted within the scope of virtual board studies with technology in face-to-face classical education and online education of basic concepts and practices in language education. It was found that the students who were physically out of school and receiving education from home felt themselves in the classroom environment.

The Use of Podcasts in Enhancing Discriminative Listening Skills of Turkish Learners Abroad: A1 Level

In order to demonstrate the effect of using podcasts on the development of A1 level students’ oral reading, reading comprehension, pronunciation skills, and related discriminative listening skills of Turkish learners abroad, an 8-week podcast-supported listening practice was conducted with a group of 12 participants learning Turkish as an elective course at a university in Central Europe with the aim of improving discriminative listening skills. In this single-group quantitative design research, pretest and post-test were conducted, and the data sources were the Turkish Language Teaching as a Foreign Language A1 Level Discriminative Listening Skill Test and the discriminative listening worksheets were used in the skill development application process. As a result of the research, it was determined that the use of podcasts is effective in improving the discriminative listening skills of those learning Turkish as a foreign language at the A1 level abroad.

Metaphorical Perceptions of Preservice Teachers Enrolled in Different Departments About the Concept of “Art”: The Case of Bartın University, Faculty of Education

The purpose of this study is to identify, using metaphors, the perceptions of preservice teachers, who study in different departments at the Faculty of Education of Bartın University, about the concept of “art”. The study is based on the case study model, which is one of the qualitative research methods, and the study group consists of 198 preservice teachers who are enrolled in the programs of Turkish Language Education, Social Sciences Education, Psychological Counselling and Guidance (PCG), Science Education, Elementary Mathematics Education, Foreign Language Education, and Primary Education at Bartın University, Faculty of Education. The research data were obtained through the “Art Metaphor Survey Form” and analysed using the content analysis method.
 Based on the research results, the metaphors for the concept of art were grouped under 9 categories including “art as born and enhanced under difficulties and pressure”, “art as a complex structure”, “art as the fruits of labour”, “art as reflective and expressive”, “art as relaxing”, “art as immersive”, “art as a vital need”, “art as liberating” and “art as radiant and supportive”. The results also revealed that preservice teachers enrolled in different programs interpreted art considering different semantic properties. In this context, it was observed that preservice teachers in Turkish Language and Social Sciences Education Programs mainly described art as “liberating”, those in PCG as “reflective and expressive”, those in Science Education as “relaxing”, and those in Elementary Mathematics Education as “a vital need”. On the other hand, preservice teachers in Foreign Language Education Program focused on two different categories and described art as “complex” and “reflective and expressive”, whereas those in Primary Education mostly characterised art as “reflective and expressive”.

Turkish Language Teacher Candidates' Multimodal Literacy Levels and Their Attitudes Towards Information and Communication Technologies

As the digital technologies develop, the multi-modal structures in which multiple modes such as text, sound and image are used concurrently are frequently encountered in daily life. In this sense, the literacy levels of Turkish language teacher candidates who will work on improving their native language skills towards multimodal structures and their pre-disposition towards information and communication technologies they will use in order to use these structures are regarded as significant. The present study aimed to examine Turkish language teacher candidates' multimodal literacy levels and their attitudes towards information and communication technologies in terms of various variables and reveal the relationship between these two variables. The study was a quantitative study and was conducted in accordance with the relational screening model. The data was obtained from a total of 156 students studying at different levels in the Turkish language teaching undergraduate program at a state university. Data were collected with the Multimodal Literacy Scale, developed by Bulut, Ulu and Kan (2015), whose validity and reliability studies were conducted, and were also collected through the Information and Communication Technology Attitude Scale, which was developed by Günbatar (2014) and whose validity and reliability studies were conducted. In an attempt to reveal the relationship between variables, the simple linear relationship coefficient was calculated in the IBM SPSS 21 program. The significance of the scores obtained from the scales by gender and class was examined using the t-test, one of the parametric tests, and the Kruskal Wallis H test, one of the non-parametric tests, based on the normality of the distribution. As far as the results of the study are concerned, it was found that there was a medium-level relationship between Turkish language teacher candidates' attitudes towards information and communication technologies and their levels of multi-modal literacy (.350), and when the relationships between the sub-dimensions of the scales were examined, the two dimensions with the highest correlation coefficient were software use and Expressing oneself using multimodal structures (.541). It was concluded that the ICT attitudes did not differ significantly by the class and gender variables. It was also concluded that the multimodal literacy level demonstrated a significant difference in favor of the female students by gender, and between 2nd, 3rd and 4th year students in favor of 4th year students by the grade variable. The results obtained were considered and various suggestions were made.

Profiles of Learners of Turkish as a Second Language in Terms of Acculturation Orientation, Psychological Adjustment, and Perceived Cultural Distance

When individuals encounter a cultural circle other than the one that constructs their memory, self, and consciousness, they are likely to experience some adaptation problems. Especially for individuals living in a foreign country, such problems can be much more diverse. Therefore, it is extremely important to examine such problems by focusing on the individual’s perceptions and experiences in various dimensions. The aim of this study is to determine the profiles of learners of Turkish as a second language in terms of acculturation orientation, psychological adjustment, and perceived cultural distance and the relationship between them. In line with this aim, the correlational method, one of the quantitative research methods, was preferred in the study. The sample group consisted of 300 learners at B2, C1 and C1+ language levels who were studying at Turkish language teaching centres of different universities in Türkiye in the 2022-2023 academic year. A 7-point Likert-type short scale developed by Demes and Geeraert (2014) consisting of the dimensions of acculturation orientation, psychological adjustment, and cultural distance was used as a data collection tool; the data were analyzed using the SPSS 26.0 statistical package program. As a result of the research, it was found that the participants, who exhibited different profiles in terms of scores according to gender, language level, education level, reason for coming to Türkiye, native language, and number of languages known, showed that as their orientation toward home culture increased, their orientation toward Turkish culture and perceived cultural distance scores increased correlatively; however, their psychological adjustment scores decreased. While no relationship was found between the participants' orientation toward Turkish culture and their psychological adjustment and intercultural distance perceptions, it was observed that as their psychological adjustment scores increased, their perceived cultural distance scores decreased. Finally, the results obtained from the study were interpreted and discussed in the light of the literature. Various suggestions were also presented to the researchers by mentioning the limitations of the study.

FOREIGN LANGUAGE LEARNING PROCESSES OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES

This research aims to examine how students with specific learning difficulties learn a foreign language in a middle school in a province in the Aegean region of Turkey. In this qualitative research, the case study design was employed. The participants were selected through the purposive sampling method. 1 Five students with specific learning difficulties who are currently attending a middle school, three foreign language (English) teachers, five Turkish language teachers, a psychological counselor and two special education teachers who are the experts within the field of special education were included in the study. The data were collected through observation, interviews, and document analysis techniques. The raw data from these sources were analyzed through descriptive and content analysis. According to the findings, the students' foreign language learning process consists of categories such as affective characteristics, process, sources of difficulties, peer influence, media usage, advantages and disadvantages, strategies, and recommendations. The research concludes that when the affective domain objectives of language education are initiated, plans are made according to students' interests and needs, content is simplified, and appropriate strategies are determined, the learning process can take place. It is recommended that teachers be trained in this field to make these adjustments.

Evaluation of Writing Competitions According to the Opinions of Turkish Language Teachers

Yazma yarışmalarının yazma eylemine yönelik farkındalık kazandırmada önemi büyüktür. Pek çok ünlü şair ve yazarın hayat hikâyelerinde katıldıkları yarışmalar, yarışmalardan aldıkları ödüller dikkat çekmektedir. Bu sebeple öğrencilere yönelik düzenlenen yazma yarışmalarının da öğrencilerin yazmaya karşı ilgisini ve motivasyonunu artırmada, yazma becerilerini geliştirmede etkili olması beklenir ancak gerçekten de düzenlenen yazma yarışmaları buna hizmet etmekte midir yoksa farklı durumlar mı söz konusudur? Bu sorudan hareketle bu çalışmada öğrencilere yönelik düzenlenen yazma yarışmaları ile ilgili Türkçe öğretmenlerinin görüşlerinin belirlenmesi amaçlanmıştır. Çalışma fenomenoloji desenine göre tasarlanmıştır. Çalışma grubunu Samsun ilinde devlete bağlı ortaokullarda görev yapan 10 Türkçe öğretmeni oluşturmaktadır. Veriler kişisel bilgi formu ve yarı yapılandırılmış görüşme formu ile toplanmış; analizlerde içerik analizi kullanılmıştır. Araştırmanın sonunda Türkçe öğretmenlerine göre yazma yarışmalarının öğrencilerin yazma becerilerine akademik ve duyuşsal boyutta olumlu etkilerinin olumsuz etkilerinden daha fazla olduğu belirlenmiştir. Yarışmaların öğrencilerin yazmaya yönelik motivasyon ve öz güvenlerini artırdığı, öğrencilerde disiplin sorunlarını azalttığı ve öğrencilere kendini ifade etme becerisi kazandırdığı tespit edilmiştir. Bunların yanı sıra yarışmalar ile ilgili öğrenci, öğretmen, jüri, şartname, veli, geri bildirim ve ödül, idarecilerin tutumlarından kaynaklı pek çok sorunun da varlığı ortaya çıkmıştır. Bu sorunların yazma yarışmalarını hedeften ve ciddiyetten uzaklaştırdığı, öğrenciler tarafından yarışmalara olumsuz bir bakış açısının gelişmesine neden olduğu belirlenmiştir.

A research on online self-regulated learning skills of pre-service Turkish teachers

With online learning being on the agenda again in higher education, university students had different views about the online learning process. While some students evaluated this process as an advantage, others expressed the difficulties of the process. There are reasons, such as students' ability to organize their learning processes and being aware of their capacities under these different views. It was observed that students possessing such skills implement various strategies during the learning process and adapt it to their needs. Self-regulation is a prerequisite for a successful learning process and emphasizes the learner's autonomy and personal preferences. Self-regulation skills have become more noteworthy, especially in the online learning process, where students become passive recipients. While students who have developed self-regulation skills in the online learning process are successful, students who do not have this skill are more disadvantaged. Therefore, in this process, we come across two opposite groups, those who turn online learning into an advantage and those who cannot manage this process. This study aimed to assess the self-regulated learning skills of pre-service Turkish teachers who underwent online learning. This study was designed according to the descriptive survey method and was limited to 1st, 2nd, 3rd, and 4th-grade students in the Department of Turkish Language Teaching. In this study, Online Self-Regulated Learning Scale used developed by Barnard et al. (2008) and adopted into Turkish by Samsa Yetik (2011). The obtained data were analyzed with the IBM SPSS Statistics 25 program. This study found that pre-service teachers' online self-regulation skills differed depending on their previous experience with distance education. Significant differences were found in different sub-dimensions of pre-service teachers' online self-regulation skills based on synchronous or asynchronous attendance in distance education courses.

Designing a digital escape room game: An experience of a digital learning tool in basic education

The study aims to explore the perspectives of primary school teacher candidates who attend Turkish Language Teaching courses on their experiences of developing digital educational escape room games (DEERGs). Phenomenology design, one of the qualitative research methods, was utilized. The study group comprised 48 primary school teacher candidates who were reached by the convenience sampling method. A semi-structured interview form developed by the researcher and DEERGs designed by the participants were used as data collection tools. In the 14-week study, interviews were conducted via Microsoft Teams. The findings were analysed from a holistic perspective using content analysis. Results indicated that the participants preferred Google Forms and Genially tools in game design, and they benefited from Web 2.0 tools. In first language education, games for reading and writing skills were designed, and mostly primary school and 4th-grade achievements were selected. It was observed that they considered areas of interest, individual differences, and constructs that support cognitive-emotional and skill development in scripting. It was emphasized that DEERGs contribute to attention, focus, maintaining and motivating learning, problem-solving, developing a positive attitude towards the lesson, and learning while having fun.

How Do Speaking Activities Affect Speaking Skills According to Turkish Language Teachers?

Bu çalışmanın amacı, Türkçe öğretmeni görüşlerine göre konuşma etkinliklerinin öğrencilerin konuşma becerilerini nasıl etkilediğini belirlemeye çalışmaktır. Nitel araştırma çerçevesinde tasarlanan araştırmanın katılımcıları, Millî Eğitim Bakanlığına bağlı devlet ortaokullarında görev yapan sekiz Türkçe öğretmeninden oluşmaktadır. Veriler, çevrim içi görüşme (mülakat) tekniğiyle elde edilmiştir. Verilerin çözümlenmesinde içerik analizinden yararlanılmıştır. Sekiz farklı katılımcının sorulara vermiş oldukları yanıtlardan hareketle kodlar oluşturulmuş ve kodlar arası benzerlik ve farklılıklar dikkate alınarak temalar belirlenmeye çalışılmıştır. Temalar ve kodlar, “Text2MindMap” programı kullanılarak görselleştirilmiştir. Temalar oluşturulduktan sonra kodlar tekrar gözden geçirilmiş ve ilgili temalar altında incelenerek yorumlanmıştır. Araştırmada elde edilen sonuçlara göre konuşma etkinliklerinin, etkili öğrenme ortamının oluşmasına ve öğrencilerin etkili konuşma becerisine sahip olmalarına olanak sağlayarak konuşma becerisine olumlu yönde katkı sağladığı belirlenmiştir. Ayrıca konuşma etkinliklerinin, öğrencilerin kendini ifade edebilme, konuşma özgüveni ve bağlamsal farkındalık kazanma, söz varlığını zenginleştirme, dönüt sağlama, beceriler arası etkileşim kurma ve konuşma bozukluklarını giderme gibi konuşma becerisine yönelik olumlu becerileri edinmelerini sağladığı da tespit edilmiştir.

Metalinguistic awareness and teacher self-efficacy beliefs of language teachers: A correlational study on prospective Turkish teachers

The concept of metalinguistic awareness, which refers to knowing and consciously applying the structural features of the language that people speak, is a concept related to being able to understand the language. It can be said that these skills are expected to be acquired by those who will teach language lessons. Because these teachers transfer all aspects of language to students. Thus, the aim of this study is to examine the relationship between Turkish teacher candidates' meta-linguistic awareness and teacher self-efficacy beliefs. For this purpose, 308 prospective Turkish language teachers were reached. Since these prospective Turkish teachers should have taken most of the skills and teaching courses, the students were selected from the 3rd and 4th grades. "Turkish Metalinguistic Awareness Scale", "Self Efficacy Belief Scale in Turkish Language Teaching" and "Teachers’ Sense of Efficacy Scale" were used as data collection tools. In the analysis of the data, t-test, correlation analysis and regression analysis were used. According to the findings of the study, it was concluded that metalinguistic awareness significantly predicted Turkish language teaching self-efficacy and teachers' sense of efficacy.

Pre-Service Turkish and Classroom Teachers’ Views on Root Values

Values are the building blocks of a society; they create societies and contain their characteristics. Accordingly, the teaching of values is very important for a society. The role of teachers in the teaching of values is large. In the 2019 curriculum for Turkish language classes, such values are also referred to as ten root values. Therefore, it is necessary for teachers and pre-service teachers to know the ten root values in the Turkish language teaching programme in terms of teaching values. In this study, the views of pre-service Turkish teachers and pre-service classroom teachers on root values were analysed. The study group consisted of a total of 60 pre-service teachers from Turkish education (30) and classroom education (30) programmes who were studying at a public university in the second semester of the 2021-2022 academic year. A semi-structured interview form consisting of five open-ended questions was administered to these pre-service teachers and the obtained data were analysed with content analysis. When the results of the research were evaluated, it was concluded that pre-service Turkish and classroom education teachers considered values to be basic elements. Pre-service teachers described the role of values in education as supportive, while pre-service Turkish teachers also described the concept as necessary and pre-service classroom teachers described it as a way of raising useful individuals. It was concluded that both groups viewed root values as the values people should have, and the values they viewed as priorities were love and justice. Both groups suggested that empathy be added to the root values. Despite some differences, Turkish and classroom education pre-service teachers generally shared the same views on values and root values.

Ortaöğretim Türk Dili ve Edebiyatı Dersi Öğretim Programları Ekseninde Köktürk Yazıtları

Köktürk Yazıtları VIII. yüzyılda II. Köktürk Kağanlığı Dönemi’nde oluşturulmuş mezar taşlarıdır. Türk diline, Türk folkloruna, Türk inanç sistemine, Türk mitolojisine, Türk askerlik sistemine, Türk devlet yönetimine dair önemli bilgilerin yer aldığı Köktürk Yazıtları Türk tarihinin, kültürünün ve edebiyatının bilinen en eski yazılı belgesi olma özelliği taşımaktadır. Türk adının geçtiği ilk metin olan Köktürk Yazıtları, aynı zamanda millî kimliğimizin oluşumunu sağlayan eşsiz hazine niteliğindedir. Her toplum, yeni nesillerinin belli bir plan ve sistem dairesinde yetişmeleri için çaba gösterirler. Millî Eğitim Bakanlığı da öğrencilerin tarihî ve millî bilinç açısından istenilen seviyede yetişmelerini sağlamak amacıyla değerler eğitimini programına almıştır. Bu bağlamda Türk milleti için tarihî ve millî değeri emsalsiz olan Köktürk Yazıtları, oldukça önemli bir işleve sahiptir. Bu çerçevede 1924 yılında hazırlanan Cumhuriyet Dönemi’nin ilk dil ve edebiyat öğretim programında Köktürk Yazıtları’na yer verilmiştir. Sonraki yıllarda hazırlanan bazı programlarda ise yazıtlara hiç yer verilmediği görülmektedir. Köktürk Yazıtları’nın ele alındığı birçok dil ve edebiyat programında; yazıtların kazanım, amaç, hedef ve yöntem bakımından nasıl işleneceği üzerinde durulmamıştır. Bu çalışmamızda; 1924, 1927, 1929, 1934, 1938, 1950, 1954, 1957, 1960, 1976, 1992, 2005, 2011, 2015, 2017 ve 2018 tarihli Türk dili ve edebiyatı öğretim programlarında Köktürk Yazıtları’na yer verilip verilmediği, yer verildiği programlarda nasıl ve ne şekilde ele alındığı karşılaştırmalı olarak incelenecektir.

Unlocking The Charms of The Turkish Language: Exploring @speakinturkish on Instagram

In conjunction with the rapid evolution of technology, education and learning are also undergoing development into diverse forms and channels. Social media, especially Instagram, is utilized by individuals of all ages, both young and old, as an integral aspect of daily life. Beyond its entertainment function, social media serves as a tool for education. On Instagram, numerous accounts dedicated to teaching the Turkish language can be found, among which @speakinturkish stands out as one of the most followed and interactive. This study aims to thoroughly examine the account's active role in Turkish language education, examine its posts and reels, assess their impact on followers, and uncover their contributions to literacy education. To achieve this, a combination of document analysis and discourse analysis methodologies was employed. The investigation encompassed an evaluation of various aspects, including page layout, content composition, posting frequency, approaches to Turkish language instruction, and pedagogical methodologies employed. Additionally, the study delved into the account's interaction with its followers, considering metrics such as likes, comments, and response frequency. This discourse encompassed discussions on the influence exerted by the commented accounts on their followers. Given the escalating prominence of technological integration, the research anticipates valuable insights that will enrich the language education and literacy.

COMPARISON BETWEEN OFFLINE AND ONLINE TEACHING IN A TURKISH LANGUAGE

In the wake of the global pandemic, the need for having an alternative method for education grew considerably. Globally, institutions had to embrace distance learning and begin online classes to ensure their students’ education was not interrupted by the pandemic. This study was done to observe the differences in students’ achievement in online and offline groups to help Turkish language educators determine which method brings more positive results to students. The study was done in Nurorda school in Nur-Sultan, Kazakhstan with 60 participants from the 7<sup>th</sup>-grade class in a Turkish Language class. The students were in two groups, 50 students in the offline format while 10 students were in the online format. The students were taught for 5 weeks and in the 6<sup>th</sup> week, a final exam was conducted to test students' understanding. The scores of the students were obtained and an Independent Sample t-test was conducted to determine if there is any statistically significant difference between the two methods. The study found that there is no statistically significant difference between online and offline modes of instruction because our t-test was 0.083>0.05 after the analysis was done. Both methods were found to express the same results when it comes to students’ achievement and were both equally effective in enhancing understanding and comprehension of the topic in Turkish language education.

Teacher Candidates’ Research Literacy

This study aims to reveal teacher candidates’ research literacy and to investigate their levels of research literacy according to variables of gender and department. The research was carried out in accordance with correlational survey model, which is a comparative model. Sample of the study, which consists of 311 teacher candidates, was determined in line with convenience sampling method. Research data were collected by the researchers via Personal Information Form and Teachers’ Research Literacy Skills Scale for teacher candidates. In order to identify teacher candidates’ research literacy skills, data were analyzed by using Friedman Test, Wilcoxon Test, Mann Witney U Test, Kruskal Wallis H Test and Spearman Correlation Test techniques. In accordance with the results of the study, it was found that teacher candidates have sufficient skills in research literacy, and there are significant differences about skills between the subdimensions of research literacy. Findings of the study indicate that students in the faculty of education have research literacy regardless of their gender, but there is a significant difference according to the variable of department, and this difference is on behalf of teacher candidates in Turkish Language Teaching and Social Sciences Teaching departments.

Measurement and Evaluation in Turkish Language and Literature Teaching

It can be said that there are many problems to be solved in the field of Turkish language and literature education and training. One of the most important of these is that Turkish language and literature teaching and education are very close to each other and even confused with each other. This situation reveals its difference more clearly especially during measurement and evaluation practices. When the existing literature is examined, it is seen that there is a very limited number of studies in the field of measurement and evaluation of Turkish language and literature. In this context, in this study, studies on measurement and evaluation in Turkish language and literature teaching were reached. The available studies were analysed by content analysis. As a result, it was found that the majority of the studies were in the scale development style. Based on the studies, it was suggested that some necessary studies should be carried out in the field of measurement and evaluation in teaching Turkish language and literature.