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The purpose of present research is to examine the speaking anxiety observed by the instructors in their students in teaching Turkish as a foreign language settings. For this aim, phenomenology, one of the qualitative research methods, was used. The participants of the research are the instructors working in the Turkish teaching centers of various state universities who were reached through the snowball sampling technique. A semi-structured interview was used to collect the data from these tutorials. To analyze the data a content analysis technique with MAXQDA 2020 program was utilized. Instructors of Turkish as a foreign language stated that material and instructor proficiency are the most common factors in foreign language teaching, while motivation, attitude and anxiety are the most common internal factors. According to the results of the study, speaking is the language skill most affected by anxiety. It was concluded that the most common causes of speaking anxiety experienced by the students were the fear of being ridiculed, the thought of failure, and the lack of personal development. Instructors think that speaking anxiety occurs mostly with a shy attitude while speaking. In addition, the instructors stated that they took various measures to solve this situation in their students who they thought had speaking anxiety. These are mostly creating a flexible and relaxing learning environment, applying interesting activities, and allocating special time for the student.

The present study aims to determine the readability and clarity levels of certain Turkish tales for middle-school students. The study was conducted with a survey model. The study material consists of three tales each chosen from the books titled "Az Gittik Uz Gittik" and "Masal Masal Içinde," and the study group consists of 90 students who were studying in a middle school located in the central district of a province in the Spring semester of the 2018- 2019 academic year. The data collection tools used in the study include the Atesman Readability Formula, Çetinkaya-Uzun Readability Formula, and a Cloze Readability Application. Data collection was performed in two stages. In the first stage, the readability conditions of the first one hundred words of the tales were determined in order to apply the readability formulas. In the second stage, the Cloze Readability application was completed within three weeks by applying it to the study group using two texts per week. The analysis of the data was performed using the Descriptive Analysis technique. It was determined that the tales had a readability level of "easy" according to the Atesman readability formula, and "educational" according to the Çetinkaya-Uzun readability formula. It was found that the book titled "Az Gittik Uz Gittik" had a readability level of "difficult (frustration)" while the book titled "Masal Masal Içinde" had a readability level of "educational (assisted)" according to the Cloze Readability application.

The aim of this study was to determine the relationship between the writing motivation levels and written expression skills among secondary school students. The study was carried out using the correlational research model of the quantitative research methods. The study group for this study consisted of 230 students attending three different secondary schools in the fall semester of the 2018-2019 school year. For the selection of the study group, the convenient sampling method of the non-probabilistic sampling methods was used. The data collection tools for this study were the writing motivation scale, the writing evaluation form and a personal information form. The writing studies were assessed separately by three researchers. Statistical analyses were performed on the data collected from the writing motivation scale, which was applied to determine the writing motivation levels of the students, and the writing evaluation form, which was assessed using the writing studies. Based on the findings of this study students with high writing motivation scores had high writing evaluation scores.

In this study, the relationship between the speech anxiety and speaking skill attitudes of middle school students and the reasons for students' speech anxiety, the conditions in which speech anxiety is observed, and the solutions of teachers were scrutinized. In the research, mixed method was used since it allows more in-depth examination. In this method, the sequential explanatory design was used. The first stage of the study was conducted with 546 middle school students in order to determine the relationship between the speech anxiety and speaking skill attitudes of middle school students. The second stage of the study was conducted with 20 teachers working in the same school that students are studying in order to determine the conditions that speech anxiety is observed, the reasons of these conditions, and the activities that teachers perform in order to eliminate speech anxiety with the opinions of teachers. The data collection tools of the study consist of personal information form, speech anxiety scale, speaking skill attitudes scale and interview form. In the analysis of the data, the IBM SPSS and MAXQDA 12 programs were used. According to the results of the study, there was a negative significant relationship between the speech anxiety and speaking skill attitudes of the students. Furthermore, teachers stated that they observe speech anxiety in students when they are speaking in front of a group, the reasons of speech anxiety are mostly the fear of being mocked and lack of self-confidence and that they create more appropriate speech subjects and anxiety environments in order to eliminate speech anxiety.