Balanced Literacy Approach in Teaching Turkish as a Second Language: Reciprocal Teaching Model.
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| Title: | Balanced Literacy Approach in Teaching Turkish as a Second Language: Reciprocal Teaching Model. |
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| Alternate Title: | Türkçenin İkinci Dil Olarak Öğretiminde Dengeli Okuma Yazma Yaklaşımı: Etkileşimli Öğretim Modelinin Uygulanması. |
| Authors: | Kılıç, Bekir Sıddık1 bskilic@kilis.edu.tr, Göçer, Ali2 gocer@erciyes.edu.tr |
| Source: | Research in Reading & Writing Instruction. Winter2025, Vol. 13 Issue 2, p124-146. 23p. |
| Subject Terms: | *Reciprocal teaching, *Reading comprehension, *Action research, *Teaching methods, *Foreign language education, *Communicative competence, *Qualitative research, Turkish language |
| Abstract (English): | The aim of this study is to determine the role of the Balanced Literacy Approach (BLA), Reciprocal Teaching Model in developing Turkish as a second language learners' reading skills and solving the problems they experience in comprehending what they read. In this study, qualitative research method, action research design was used. The action research design was preferred in order to develop the basic language skills of students who learn Turkish as a second language in a balanced way and to plan practices to ensure that they use their language skills in a balanced and efficient way. The study group consisted of ten international students learning Turkish at Kilis 7 Aralık University, Kilis TÖMER and two field experts. Data collection tools were observations, interviews and documents (video recordings, researcher's diary, student work that emerged from the activities and various evaluation forms). The data obtained in the study were initially analyzed without reference to any particular topic. The content analysis technique was preferred in order to analyze these data in depth based on the possibility of unanticipated headings or groupings. Various measures were taken to increase the validity and reliability of the study. Before the implementation of the action plans, preliminary interviews were conducted with the participants and it was determined that the students had difficulties especially in some skills and some skills were neglected in their Turkish learning processes. It was determined that almost all of the students had not been informed about any methods, strategies and techniques in their educational processes so far, and that they had no experience in practices that facilitate their educational processes. Based on the pre-interview data, eight action plans based on reading skills were implemented according to the work schedule and the data collected in this process were analyzed. After the eight action plans were implemented and completed, final interviews were conducted with the participants, and their feelings and thoughts about the interactive teaching model used in the process, the difference/differences of the text processing process carried out with the activities reciprocal teaching model from the classical text processing process, the role of strategies on language skills, and the role of the model on the participants' participation in the activities were taken. Within the scope of the findings, it was determined that the reading comprehension processes carried out through the strategies of the interactive teaching model enabled the participants to focus on the text and motivated them to the text by arousing interest and curiosity. In addition, it was determined that the strategies that can be utilized before, during and after reading contribute to students' integrated use of language skills. [ABSTRACT FROM AUTHOR] |
| Abstract (Turkish): | Bu çalışmanın amacı, Türkçeyi ikinci dil olarak öğrenen öğrencilerin okuma becerilerini geliştirmede ve okuduklarını anlamada yaşadıkları sorunların çözümünde Dengeli Okuma Yazma Yaklaşımı (DOYY), Etkileşimli Öğretim Modelinin rolünü belirlemektir. Bu araştırmada nitel araştırma yöntemi, eylem araştırması deseni kullanılmıştır. Türkçeyi ikinci dil olarak öğrenen öğrencilerin okuduklarını anlamada, yorumlamada yaşadıkları sorunları çözmek, okuma becerilerini geliştirmek için uygulamaların planlanması amacıyla eylem araştırması deseni tercih edilmiştir. Araştırmanın çalışma grubunu Kilis TÖMER'de Türkçe öğrenen uluslararası on öğrenci oluşturmaktadır. Veri toplama araçları gözlem, görüşme ve dokümanlardır (video kayıtlar, araştırmacı günlüğü, etkinliklerde ortaya çıkan öğrenci çalışmaları). Çalışmada elde edilen veriler başlangıçta herhangi bir başlık referans alınmadan incelenmiştir. Önceden tahmin edilmeyen başlıklar veya gruplandırmalar olma ihtimalinden hareketle bu verileri derinlemesine analiz edebilmek amacıyla içerik analizi tekniği tercih edilmiştir. Çalışmanın geçerliğini ve güvenirliğini artırmak amacıyla çeşitli tedbirler alınmıştır. Türkçeyi ikinci dil olarak öğrenen öğrencilerin Etkileşimli Öğretim Modeli stratejilerini kullanarak okuduklarını daha iyi anlayıp yorumlayabildikleri, gerçekleştirilen metin işleme süreçlerinde daha aktif oldukları, okuma anlamada gelişme kaydettikleri tespit edilmiştir. Öğrencilerin, okuma becerisi temelinde gerçekleştirilen etkinliklerde diğer dil becerilerini de işe koştukları, öğretici ve akranlarıyla iletişime geçtikleri saptanmıştır. Bulgular kapsamında Etkileşimli Öğretim Modeli stratejileri aracılığıyla gerçekleşen okuma süreçlerinin, öğrencilerin metne odaklanmalarını sağladığı, ilgi ve merak uyandırarak onları metne güdülediği, okuma öncesi, sırası ve sonrasında yararlanılabilecek stratejilerin öğrencilerin dil becerilerini bütünleşik olarak kullanabilmelerine katkı sağladığı belirlenmiştir. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Reading & Writing Instruction is the property of Research in Reading & Writing Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191678118 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Balanced Literacy Approach in Teaching Turkish as a Second Language: Reciprocal Teaching Model. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Türkçenin İkinci Dil Olarak Öğretiminde Dengeli Okuma Yazma Yaklaşımı: Etkileşimli Öğretim Modelinin Uygulanması. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kılıç%2C+Bekir+Sıddık%22">Kılıç, Bekir Sıddık</searchLink><relatesTo>1</relatesTo><i> bskilic@kilis.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Göçer%2C+Ali%22">Göçer, Ali</searchLink><relatesTo>2</relatesTo><i> gocer@erciyes.edu.tr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Reading+%26+Writing+Instruction%22">Research in Reading & Writing Instruction</searchLink>. Winter2025, Vol. 13 Issue 2, p124-146. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reciprocal+teaching%22">Reciprocal teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Turkish+language%22">Turkish language</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The aim of this study is to determine the role of the Balanced Literacy Approach (BLA), Reciprocal Teaching Model in developing Turkish as a second language learners' reading skills and solving the problems they experience in comprehending what they read. In this study, qualitative research method, action research design was used. The action research design was preferred in order to develop the basic language skills of students who learn Turkish as a second language in a balanced way and to plan practices to ensure that they use their language skills in a balanced and efficient way. The study group consisted of ten international students learning Turkish at Kilis 7 Aralık University, Kilis TÖMER and two field experts. Data collection tools were observations, interviews and documents (video recordings, researcher's diary, student work that emerged from the activities and various evaluation forms). The data obtained in the study were initially analyzed without reference to any particular topic. The content analysis technique was preferred in order to analyze these data in depth based on the possibility of unanticipated headings or groupings. Various measures were taken to increase the validity and reliability of the study. Before the implementation of the action plans, preliminary interviews were conducted with the participants and it was determined that the students had difficulties especially in some skills and some skills were neglected in their Turkish learning processes. It was determined that almost all of the students had not been informed about any methods, strategies and techniques in their educational processes so far, and that they had no experience in practices that facilitate their educational processes. Based on the pre-interview data, eight action plans based on reading skills were implemented according to the work schedule and the data collected in this process were analyzed. After the eight action plans were implemented and completed, final interviews were conducted with the participants, and their feelings and thoughts about the interactive teaching model used in the process, the difference/differences of the text processing process carried out with the activities reciprocal teaching model from the classical text processing process, the role of strategies on language skills, and the role of the model on the participants' participation in the activities were taken. Within the scope of the findings, it was determined that the reading comprehension processes carried out through the strategies of the interactive teaching model enabled the participants to focus on the text and motivated them to the text by arousing interest and curiosity. In addition, it was determined that the strategies that can be utilized before, during and after reading contribute to students' integrated use of language skills. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Turkish) Group: Ab Data: Bu çalışmanın amacı, Türkçeyi ikinci dil olarak öğrenen öğrencilerin okuma becerilerini geliştirmede ve okuduklarını anlamada yaşadıkları sorunların çözümünde Dengeli Okuma Yazma Yaklaşımı (DOYY), Etkileşimli Öğretim Modelinin rolünü belirlemektir. Bu araştırmada nitel araştırma yöntemi, eylem araştırması deseni kullanılmıştır. Türkçeyi ikinci dil olarak öğrenen öğrencilerin okuduklarını anlamada, yorumlamada yaşadıkları sorunları çözmek, okuma becerilerini geliştirmek için uygulamaların planlanması amacıyla eylem araştırması deseni tercih edilmiştir. Araştırmanın çalışma grubunu Kilis TÖMER'de Türkçe öğrenen uluslararası on öğrenci oluşturmaktadır. Veri toplama araçları gözlem, görüşme ve dokümanlardır (video kayıtlar, araştırmacı günlüğü, etkinliklerde ortaya çıkan öğrenci çalışmaları). Çalışmada elde edilen veriler başlangıçta herhangi bir başlık referans alınmadan incelenmiştir. Önceden tahmin edilmeyen başlıklar veya gruplandırmalar olma ihtimalinden hareketle bu verileri derinlemesine analiz edebilmek amacıyla içerik analizi tekniği tercih edilmiştir. Çalışmanın geçerliğini ve güvenirliğini artırmak amacıyla çeşitli tedbirler alınmıştır. Türkçeyi ikinci dil olarak öğrenen öğrencilerin Etkileşimli Öğretim Modeli stratejilerini kullanarak okuduklarını daha iyi anlayıp yorumlayabildikleri, gerçekleştirilen metin işleme süreçlerinde daha aktif oldukları, okuma anlamada gelişme kaydettikleri tespit edilmiştir. Öğrencilerin, okuma becerisi temelinde gerçekleştirilen etkinliklerde diğer dil becerilerini de işe koştukları, öğretici ve akranlarıyla iletişime geçtikleri saptanmıştır. Bulgular kapsamında Etkileşimli Öğretim Modeli stratejileri aracılığıyla gerçekleşen okuma süreçlerinin, öğrencilerin metne odaklanmalarını sağladığı, ilgi ve merak uyandırarak onları metne güdülediği, okuma öncesi, sırası ve sonrasında yararlanılabilecek stratejilerin öğrencilerin dil becerilerini bütünleşik olarak kullanabilmelerine katkı sağladığı belirlenmiştir. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Reading & Writing Instruction is the property of Research in Reading & Writing Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.35233/oyea.1544725 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 124 Subjects: – SubjectFull: Reciprocal teaching Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Action research Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: Communicative competence Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Turkish language Type: general Titles: – TitleFull: Balanced Literacy Approach in Teaching Turkish as a Second Language: Reciprocal Teaching Model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kılıç, Bekir Sıddık – PersonEntity: Name: NameFull: Göçer, Ali IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Winter2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21481512 Numbering: – Type: volume Value: 13 – Type: issue Value: 2 Titles: – TitleFull: Research in Reading & Writing Instruction Type: main |
| ResultId | 1 |
