An Evaluation of Postgraduate  Studies on Turkish Textbooks

Temizkan, Mehmet

doi:10.35233/oyea.1011359

Cited by 5 publications

(4 citation statements)

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“…Literature review indicates that in his study, which aimed to determine the trends in postgraduate studies conducted in Turkish education between 2011-2015, Özçakmak (2017) revealed that the majority of the studies conducted previously were at the postgraduate level. Maden (2021) who aimed to determine the trends in postgraduate theses related to Turkish textbooks, and Temizkan (2021) aiming to examine the postgraduate theses conducted on the Turkish textbooks according to various criteria obtained similar results.…”

Section: Conclusion and Discussion Related To The First Sub-goalmentioning

confidence: 99%

An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks

ATEŞ,

YAKIŞAN

2023

Journal of Teacher Education and Lifelong Learning

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Vocabulary teaching aims to transfer the cultural properties and richness of expression of a language to the next generations. Studies conducted on vocabulary teaching become important in the development of the textbooks used as the primary source for teaching vocabulary in schools, the emergence of new approaches to vocabulary teaching, and the way for the relevant experts to gain different perspectives. When the studies in the literature are reviewed, although there are some studies conducted on vocabulary teaching in textbooks, there is no study that handles all these studies together. The aim of the present study, which was conducted based on the lack of studies in the literature, is to examine the academic studies conducted on vocabulary teaching in secondary school Turkish textbooks between 2006-2023. Within the aim of the study, a total of 22 postgraduate theses and 42 articles that were indexed in Google Scholar, YÖK National Thesis Center, Proquest, and TR Index databases and discussed the vocabulary elements in Turkish textbooks have been examined. Document analysis, one of the qualitative research methods, was used in the study and descriptive analysis was performed to analyze the studies included in the scope of the research. As a result of the study, it was concluded that of the studies conducted on the vocabulary elements in secondary school Turkish textbooks, 34,4 % were theses while 65,6 % of them were articles; the qualitative method was mostly used in studies; the 5th, 6th, 7th and 8th-grade Turkish textbooks were examined together throughout the research; studies were conducted to determine the vocabulary elements in the passages of the textbooks, identify the vocabulary elements in the activities of the textbooks, and analyze the textbooks in terms of idioms, proverbs, and word frequency; vocabulary elements such as idioms, proverbs, formulaic expressions, reduplications, proper nouns, and related words were included more; keywords in the studies were grouped under the title of vocabulary, culture, genre, method and technique, book, skill, linguistics, word, and education and training; and keywords included in the studies and aims of the present study overlapped with each other.

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Section: Conclusion and Discussion Related To The First Sub-goalmentioning

confidence: 99%

An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks

ATEŞ,

YAKIŞAN

2023

Journal of Teacher Education and Lifelong Learning

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“…At this stage, textbooks and the texts selected for these books gain importance. Two studies evaluating academic studies on Turkish textbooks in Turkey (Maden, 2021;Temizkan, 2021) show that Turkish textbook reviews have increased. However, in Turkey, although reviews mention some topics such as the characteristics of the texts in Turkish textbooks, selection criteria, and translation qualities, there are no detailed evaluations of the process of teaching poetry.…”

Section: The Aim Of the Studymentioning

confidence: 99%

Poem Selection and Text Processing in Secondary School Turkish Textbooks

Balcı

2023

IJELS

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Starting at the school level, language education develops comprehension and expression skills. It is important to develop literacy skills as it is the basic way of acquiring information. Native language textbooks created with a text-based approach are an integral part of this process. Accurate, qualified, and purposefully selected texts help achieve the objectives of language education, especially comprehension. In Turkey, the Turkish language courses offered in secondary schools to develop comprehension and expression skills aim to develop both the students’ native language competencies and their higher-level cognitive skills such as critical thinking, analysis, synthesis, and evaluation along with their language skills. Since its inception in 2019, the Turkish Curriculum limits the selection of texts for textbooks to a framework that represents informative, narrative, and poetic structures. Due to the scarcity of studies on poetry and its teaching process, this study aims to determine the general view of the teaching process of poems in secondary school Turkish textbooks. Additionally, the study examines all the textbooks to be used in secondary schools in Turkey in the 2022–2023 academic year. The research model is a basic qualitative research design, and data were collected through document analysis. The analysis concluded that course books attempted to make students understand the poems in middle school Turkish textbooks, especially with open-ended questions in the process of comprehension education, and were limited to investigating the meanings of unknown words, explaining the content, determining the subject and main emotion, and trying to recognize some figures of speech.

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“…The relevant literature shows that some analysis studies have extensively addressed specific topics in Turkish language teaching. Research has been conducted to comprehensively examine academic studies on topics such as textbooks in Turkish language teaching (Aydeniz & Haydaroğlu, 2021;Maden, 2021;Sur, 2021;Temizkan, 2021), technology in Turkish language teaching (Genç Ersoy & Ersoy, 2021;Şahin, Başbayrak, & Çiftçi, 2020;Topçu, 2021), anxiety in Turkish language teaching (Kemiksiz, 2022;Sarıkaya & Yamaç, 2023), values education in Turkish language teaching (Batur & Akdeniz, 2020;Dincel, 2023), assessment in Turkish language teaching (Ungan & Dinçel, 2022), self-efficacy in Turkish language teaching (Maden & Özgen, 2023), drama in Turkish language teaching (Maden, Durmaz, & Sayal, 2022), academic achievement in Turkish language teaching (Maden, Banaz, & Gülen, 2022), attitude in Turkish language teaching (Kemiksiz, 2023), reflective thinking in Turkish language teaching (Ustabulut, 2021), and Turkish language teaching curriculum (Altunkaynak, 2023;Kaplan & Özgen, 2023).…”

Section: Introductionmentioning

confidence: 99%

A Bibliometric Analysis of Postgraduate Studies on Listening (2014-2023)

Özçakmak

2024

BEDU

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A descriptive survey design was used in this study, which aimed to examine postgraduate studies on listening between 2014 and 2023. The data was obtained from the database provided by the Turkish Council of Higher Education Thesis Center through document review by keyword and department. In the searches, the keywords "Turkish, understand, listen, listening, hear, hearing" and the departments "Türkçe ve sosyal bilimler eğitimi, yabancılara Türkçe öğretimi, sınıf öğretmenliği, okul öncesi eğitimi, dilbilim, Türk dili ve edebiyatı eğitimi ve Türkiyat araştırmaları" were used. The data analysis was performed via the bibliometric analysis method. In the study, it was concluded that 205 postgraduate studies were written on listening, 162 of which were master's theses and 43 of which were doctoral dissertations, and the studies on listening were written by students in 60 different universities, and most of them had been written by the students at Gazi University. It was found that most of the studies were completed in institutes of educational sciences (f=115), the studies were written in 23 different departments, and mostly for secondary school students (f=68) and non-native speakers (f=53). In terms of subject, it was revealed that most of the studies were about teaching methods and techniques (f=70), teaching Turkish to foreigners (f=53), textbooks (f=47), reading education (f=32), and types of listening (f=27), and the studies were listed as quantitative (f=115), qualitative (f=64) and mixed design (f=26) by their designs. It was also found that 174 studies were conducted with samples, and 31 studies were conducted with materials, and the sample size in most of the studies (f=123) was in the range of 0-100, and 510 measurement tools were used in 205 studies. In addition, the most preferred measurement tools were forms (f=148), tests (f=129), and scales (f=105), and the least preferred ones were checklists (f=3), programs (f=4), and rubrics (f=3).

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An Evaluation of Postgraduate Studies on Turkish Textbooks

Cited by 5 publications

References 10 publications

An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks

An Examination Of Academic Studies Regarding Vocabulary Teaching In Secondary School Turkish Textbooks

Poem Selection and Text Processing in Secondary School Turkish Textbooks

A Bibliometric Analysis of Postgraduate Studies on Listening (2014-2023)

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