Türkçe Eğitimi Doktora Tezlerine Bütünsel Bir Yaklaşım (1995-2020)

Karagöz, Beytullah; Şeref, İzzet

doi:10.21497/sefad.1031689

Cited by 9 publications

(5 citation statements)

References 68 publications

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“…The obligation to produce publications from graduate theses in associate professorship applications introduced by the Turkish Interuniversity Board and the obligation to publish before the thesis defense in some universities may be considered influential in the conversion of doctoral theses into publications. However, as Karagöz & Şeref (2021) point out, the production of publications from doctoral dissertations should not be seen solely as a means of meeting the criteria for promotion, and it is also important for young researchers to gain recognition and visibility.…”

Section: Discussionmentioning

confidence: 99%

“…Another striking result of the research is that while the number of articles published in journals indexed in the field indexes is 8, no articles were published in journals indexed in SSCI, SCI, SCI-Expanded and AHCI indexes. Karagöz & Şeref (2021) analyzed doctoral dissertations completed between 1995 and 2020 in Turkish language teaching and concluded that the publications produced from thesis were mostly published as national articles in journals originating from Turkey and that the number of publications listed in the Web of Science (SSCI/ESCI/AHCI) citation index was quite low. Therefore, it is suggested that the quality of doctoral dissertations in the field of TTFL should be reviewed.…”

Section: Discussionmentioning

confidence: 99%

“…Recently, there has been a growing body of literature has examined postgraduate theses in the field of teaching Turkish as a foreign language (TTFL). The majority of these articles have focused on the trends of postgraduate theses (Baki, 2019;Çelebi, Ergül, Büsra & Mutlu, 2019;Kahtalı & Günata, 2021;Karagöz & Şeref, 2021;Kılıç, 2022;Maden & Önal, 2021). In these articles, postgraduate theses were analyzed in terms of the year of publication, supervisor titles, method, design, subject areas, etc., by content analysis.…”

Section: Introductionmentioning

confidence: 99%

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Publication Outcomes Doctoral Dissertations in Teaching Turkish as a Foreign Language Field

Özbal¹

2023

eqr

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This research determines the rates of converting doctoral dissertations into publications, types of publications (book, book chapter, journal article), and the status of publications according to indexes in the field of teaching Turkish as a foreign language. For this purpose, first, doctoral dissertations in this field until 2020 were identified through the keywords in the Council of Higher Education Thesis Centre database. Then, the status of the dissertations being converted into publications was investigated. The sample of the research consisted of 98 doctoral dissertations. Document analysis, a qualitative research method, was employed in the research. According to the findings of the research, most doctoral dissertations were completed in 2018. Hacettepe University, Gazi University, and Atatürk University are the universities with the highest number of doctoral dissertations in the relevant field. It was also detected that 28% of the doctoral dissertations in the research sample were not converted into any publication, and articles were mostly preferred (81%) in the conversion of doctoral dissertations into publications. Articles were mostly published in journals indexed in the TR index (61%). According to the results of the research, it can be suggested that the quality of doctoral dissertations in the field of teaching Turkish as a foreign language should be reviewed, and publications in internationally recognized journals should be encouraged.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Publication Outcomes Doctoral Dissertations in Teaching Turkish as a Foreign Language Field

Özbal¹

2023

eqr

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“…Çalışma sonucunda anlama becerisine yönelik doktora tezlerinde daha çok profesör doktor unvanlı öğretim üyelerinin danışmanlık yaptığı anlaşılmıştır. Bu sonuç, alan yazındaki diğer çalışmalarla (Boyacı ve Demirkol, 2018;Karagöz ve Şeref, 2021) örtüşmektedir. Lisansüstü Eğitim ve Öğretim Yönetmeliğine göre doktora programında bir öğrencinin danışmanlığını yürütebilmek için en az bir yüksek lisans öğrencisini mezun etmek gerekmektedir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Anlama Beceri̇leri̇ni̇ Konu Alan Doktora Tezleri̇ni̇n Değerlendi̇ri̇lmesi̇

Güven

2022

Ihlara Eğitim Araştırmaları Dergisi

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Dil becerilerden dinleme/izleme ve okuma, alıcı dil becerilerinden olup anlama becerileri olarak sınıflandırılmaktadır. Bu çalışma ile anlama becerileri üzerine Türkiye’de 2001-2020 yılları arasında yapılan doktora tezleri; yıl, üniversite, danışman, kapsam, araştırma deseni, çalışma grubu, veri toplama araçları, veri analiz yöntemleri ve kaynak sayıları bakımından incelenmiştir. Çalışmada doküman incelemesi kullanılmıştır. Bu çalışma ile -incelemeye dâhil etme kriterleri göz önünde bulundurularak- 17 dinleme, 18 okuma ve 5 tane de her iki beceriyi ele alan toplamda 40 doktora tezi değerlendirilmiştir. Çalışma sonucunda, anlama becerisi çalışılan doktora tezlerinin en fazla 2020 yılında yapıldığı ortaya konmuştur. İncelenen tezler, en fazla Gazi Üniversitesinde ve daha çok profesör doktor unvanlı hocaların danışmanlığında tamamlanmıştır. Anlama becerisine ilişkin doktora tezlerinde çoğunlukla bir yöntem, teknik veya materyalin ele alınan beceri üzerindeki etkisinin ölçülmeye çalışıldığı tespit edilmiştir. Tezler daha çok karma yöntem araştırması şeklinde yürütülmüş ve 7. sınıf öğrencileri ile daha fazla çalışılmıştır. İncelenen doktora tezlerinde en fazla kullanılan veri toplama araçları; ölçekler ve görüşme formlarıdır. Nicel veri analiz yöntemlerinden kestirimsel istatistikler; nitel veri analiz yöntemlerinden ise içerik analizi daha çok kullanılmıştır. Dinleme becerisi çalışılan tezlerde daha az sayıda kaynak kullanıldığı görülmüştür. Bu çalışmadan çıkan sonuçlar, son yirmi yılda anlama becerisini konu alan doktora tezlerinin mevcut durumunu ortaya koymaktadır.

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“…A vast number of analysis studies providing a general overview of publications in the field of Turkish language teaching have been carried out (Sevim & İşcan, 2012;Coşkun, Özçakmak, & Balcı, 2012;Varışoğlu, Şahin, & Göktaş, 2013;Yağmur Şahin, Kana, & Varışoğlu, 2013;Aktaş & Yurt, 2015;Özçakmak, 2017;Boyacı & Demirkol, 2018;Önal & Maden, 2021;Karagöz & Şeref, 2021;Demir, 2021;Demir & Çalışkan, 2021). Upon examining these studies, it becomes evident that many of them have focused on analyzing postgraduate studies, while several studies have examined master's theses and doctoral dissertations together or separately.…”

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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Türkçe Eğitimi Doktora Tezlerine Bütünsel Bir Yaklaşım (1995-2020)

Cited by 9 publications

References 68 publications

Publication Outcomes Doctoral Dissertations in Teaching Turkish as a Foreign Language Field

Publication Outcomes Doctoral Dissertations in Teaching Turkish as a Foreign Language Field

Anlama Beceri̇leri̇ni̇ Konu Alan Doktora Tezleri̇ni̇n Değerlendi̇ri̇lmesi̇

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

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