Academic Literacy Skills of Postgraduate Students in the Department of Turkish Education

Abstract

This study aims to identify the academic literacy skills of postgraduate students specializing in the department of Turkish education. This study employed a convergent parallel mixed method, one of the mixed methods. The first working group consisted of 161 students for the quantitative dimension and 25 students in the second group for the qualitative dimension. The study deployed the Academic Literacy Scale and a semi-structured interview form as data collection tools. Descriptive and inferential statistical techniques were used during quantitative data analysis, while content analysis was used for qualitative data. The quantitative findings revealed that the mean academic literacy level score of postgraduate students in the Department of Turkish Education was 4.07, indicating an agreement level; the student's academic literacy level significantly differed across the level of postgraduate education in favor of those pursuing the doctoral degree; no significant difference was observed across postgraduate education stage and gender. The qualitative findings suggested that postgraduate students in the Department of Turkish Education predominantly utilized scientific research processes to identify problem situations, had a moderate level of knowledge regarding scientific research processes, and exhibited awareness of the need to act honestly and responsibly in scientific research and to obtain the necessary permissions. Additionally, they read academic sources to gain information about a subject and to review the literature, even though they needed help reading academic sources in languages other than Turkish. Besides, academic sources were found to provide adequate information. Moreover, they were determined to write academic texts according to a certain writing plan and felt inadequate in writing academic texts. Notably, the education they received in Turkish education improved their academic literacy skills.