Original article | International Journal of Progressive Education 2018, Vol. 14(5) 130-143
Ahmet Akkaya, Mehmet Yalçın Yılmaz & Gülnur Aydın
pp. 130 - 143 | DOI: https://doi.org/10.29329/ijpe.2018.157.11
Published online: October 15, 2018 | Number of Views: 539 | Number of Download: 1237
Speaking is viewed as a skill more often used in communication and interaction in particular. However, the speaking skill is measured in various ways. The aim of this study is, therefore, to determine the views of Turkish as a Foreign Language (TFL) instructors (lecturers and teachers) on measuring and evaluating speaking skills. To this end, the research data were obtained with the help of 51 TFL instructors who volunteered to fill out a semi-structured interview form titled “Instructors’ Views on the Assessment and Evaluation of the Speaking Skill in Turkish as a Foreign Language” created as a Google Docs form. The obtained data were then analyzed through content analysis technique, which revealed that the instructors perform their speaking skill assessments on basis of the criteria including grammar rules, pronunciation/ articulation, fluency, vocabulary knowledge, starting/sustaining dialogues, meaning construction, consistency, self-expression, language learning level, level of achieving outcomes, using phrases, style, length of speech, individual differences, exemplification, chronological narration, avoiding repetition, stress-intonation, body language, rate of speech, and effective use of time. It can be concluded that assessing and evaluating the Turkish speaking skill with a rubric to be developed based on these criteria will help minimize any potential rater subjectivities involved in such measurement and evaluation.
Keywords: Assessment and evaluation, lecturers, speaking skill, teachers, Turkish as a foreign language (TFL), views.
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Aksu-Kurtoğlu, Ö. & Eken, N. T. (2011). Development of an analytical rubric to determine the ability of Turkish conversational speech at A2 level. Leyla Uzun, Ümit Bozkurt (Ed.). In Theoretical and applied research on Turkish language teaching (pp. 533-544). Essen: Die Blue Eule.
Alperen, N. (1991). Turkish eloquence, reading, and writing teaching guide. İstanbul: MEB.
Arhan, S. (2007). Speaking education at the second level of elementary schools according to teachers' opinions (Unpublished master’s thesis). Gazi University Institute of Educational Sciences, Ankara.
Arıcı, A. F., Sallabaş, M. E. & Başaran M. (2017). B2 level speaking skills of Turkish as a foreign language learners: A rubric development study. International Online Journal of Educational Sciences, 9(2), 516-526.
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. & Demirel F. (2012). Scientific research methods (11th Edition). Ankara: Pegem Akademi.
Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th Edition). London: Routledge.
Çerçi, A. (2015). Opinions of Turkish teachers on the assessment and evaluation of students' speaking skills. International Social and Educational Sciences Journal, 2(4), 186-204.
Demir, E. (2015). Exam preparation in Turkish as a foreign language teaching. Arif Sarıçoban (Ed.) In Teaching Turkish as a foreign language methodology (pp. 288-331). Ankara: Pegem Akademi.
Demirel, Ö. (2004). Foreign language teaching, language passport, language biography, language file. Ankara: Pegem Akademi.
Erdem, İ. (2013). Speaking education. Abdurrahman Güzel, Halit Karatay (Ed.), In Turkish teaching manual (pp. 181-220). Ankara: Pegem Akademi.
Göçer, A. (2014). Assessment and evaluation in Turkish education. Ankara: Pegem Akademi.
Göçer, A. (2015a). Equipping learners with the ability to speak Turkish as a foreign language. Trakya University Social Sciences Journal, 17(2), 21-36.
Göçer, A. (2015b). Determining the development status of speaking skills in teaching Turkish as a foreign language. Erzincan University Social Sciences Institute Journal, ÖS-II, 47-56.
Hamzadayı, E. & Dölek, O. (2017). Approaches of Turkish language teachers to evaluating speaking skills. Journal of Language Education and Research, 3(3), 135-151.
İşisağ, K. U. & Demirel, Ö. (2010). Use of the Common European Framework of Reference for languages in the development of speaking skills. Education and Science, 35(156), 190-204.
Kan, M. O., Sülüşoğlu, B. & Demirel, Ö. (2013). Evaluation of the views of students and lecturers about Turkish curriculum as a foreign language. Mustafa Kemal University Social Sciences Institute Journal, 10(24), 29-42.
Kavcar, C., Oğuzkan, F. & Sever, S. (2004). Teaching Turkish (7th Edition). Ankara: Engin.
Köksal, D. & Dağ-Pestil, A. (2014). Teaching Turkish as a foreign language speaking. Abdullah Şahin (Ed.), In Teaching Turkish as a foreign language (pp. 294-316). Ankara: Pegem Akademi.
Köse, D. (2007). The effect of teaching Turkish in accordance with the CEFR on success and attitude. Manas University Social Sciences Journal, (18), 107-118.
Köse, D. (2008). Preparation and administration of exams in Turkish language teaching. Language Journal, (139), 36-47.
Kurt, B. (2017). Turkic students' speaking in Turkey Turkish analysis according to the "conversational skills assessment scale": The Gagauz sample. Journal of History Culture and Art Research, 6(2), 358-384.
Kurudayıoğlu, M. & Güngör, H. (2017). An analysis of the speech self-efficacy of Turkish language learners by various variables. International Journal of Turkish Literature Culture Education, 6(2), 1105-1121.
Miles, B. M. & Huberman, A. M. (1994). Qualitative data analysis. London: Sage.
Özdemir, O. (2011). A study on the application of CEFR for Languages at B1 level in the teaching of Turkish as a foreign language. Journal of Turkish Language Education and Teaching Research, (1), 234-245.
Patton, M. Q. (2014). Qualitative research and evaluation methods (Translation Editors: Mesut Bütün, Selçuk Beşir Demir). Ankara: Pegem Akademi.
Sallabaş, M. E. (2012a). Evaluation of the speech self-efficacy of those who learn Turkish as a foreign language. Turkish Journal of Social Research, 16(2), 269-290.
Sallabaş, M. E. (2012b). Evaluation of the speaking anxiety of those who learn Turkish as a foreign language. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(3), 2199-2218.
Tan, Ş. (2005). Planning and evaluation of teaching. Ankara: Pegem Akademi.
Taşer, S. (2000). Speaking training. İstanbul: Papirüs.
Telc Language Tests (2013). Common European Framework of Reference for Languages (Second Edition). Frankfurt: telc GmbH. (retrieved from https://www.telc.net/fileadmin/user_upload/Publikationen/Diller_iain_Avrupa_Ortak_oneriler_AEeraevesi.pdf on 11.06.2018).
Temizyürek, F. (2007). Developing speaking skills at the second level of primary education. Ankara University Journal of Educational Sciences Faculty, 40(2), 113-131.
TOEFL IBT Examination Content (retrieved from https://www.ets.org/tr/toefl/ibt/about/content on 28.06.2018).
Turgut, F. (1986). Assessment and evaluation methods in education. Ankara: Saydam.
Yağmur-Şahin, E. & Aydın, G. (2014). Common European Framework of Reference for Languages. Abdullah Şahin (Ed.), In Teaching Turkish as a forign language (pp. 455-472). Ankara: Pegem Akademi.
Yıldırım, A. (1999). Basic characteristics of qualitative research methods and their importance in educational research. Education and Science, 23(112), 7-17.
Yıldırım, A. & Şimşek, H. (2006). Qualitative research methods in social sciences. Ankara: Seçkin.