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The lessons related to mother tongue education in schools are given by classroom teachers in primary school and by Turkish teachers in secondary school. In this sense, it is necessary to include courses that will contribute to the good and effective use of the mother tongue in Turkish and classroom teaching undergraduate programs. It can be said that the practice hours in undergraduate programs should be increased in order to improve the prepared speaking skills of teacher candidates. In addition, determining the prepared speech performance levels of teacher candidates is also important in terms of the quality of practice activities. In this way, the teacher candidate can have information about their state and keep track of their development. Accordingly, the aim of this study was to develop a rating scale for the evaluation of teacher candidates' prepared speaking skills. For that reason, the research was designed according to the screening model. The study group of the study consisted of the third-year students of the Turkish Education department who were studying at the education faculty of a state university and took the "Speaking Education" course in the spring semester. In order to determine the validity of the measurement tool, the scope and criterion validity were examined. In order to determine the reliability of the assessment tool, Kendall's W test and variance analysis were applied to the evaluations of three different independent raters. Results of study obtained within the scope of validity and reliability studies are strong evidence showing that the rating scale is valid and reliable.

The purpose of this research is describing and comparing the listening-comprehension strategies used by the students who are identified as successful and less successful about listening. In the research, the case study pattern was used among the qualitative research approaches. In the study, different situations of each student within the same group were examined. The study was carried out in 2017 with four students who attend the fourth grade of the primary school at the middle socioeconomic level in Efeler district of Aydin city. The data related to the cognitive processes used by the students who are selected using sampling of maximum diversity from purposeful sampling methods, during listening were obtained through the method of think aloud, which is one of the utmost effective ways of describing the cognitive activities in the listening comprehension process and of the comprehension strategies used in this process. When the data obtained from the think-aloud method was interpreted, it has been observed that the listening-comprehension strategies used by students differed. It has been determined that students who are identified as successful listener use more strategies on their listening comprehension process. Consequently, it is possible to state that the students are unaware of using the listening comprehension strategies since they are very little. It was also concluded that students who were identified as both successful and unsuccessful listeners have reached less the level of evaluation in terms of strategies.

In this study, "a Digital Reading Disposition Scale" was developed to determine undergraduate pre-service teacher students' dispositions towards digital reading, opposed to a preference for printed reading material. Initially, a 20-items trial version of the scale was administered to a total sample of N = 301 undergraduate pre-service teacher students in order to establish validity of the scale. According to the results of the Exploratory Factor Analysis (EFA) of the data collected by means of the 20-item trial form, it was revealed that only 12 items of the scale had a one-factor loading, which explained 65.58% of the total variance. Fit index values, derived from a Confirmatory Factor Analysis (CFA), confirmed the one-factor structure of the 12-items scale as a valid model. A satisfactory Cronbach-Alpha internal consistency coefficient of 0.952, as well as satisfactory test-retest reliability coefficient (Pearson correlation coefficient of 0.92) reapplied to n = 98 pre-service teacher students three weeks after the first administration of the scale, provide evidence of the high reliability and consistent measurement of the scale over time. Furthermore, as part of an item analysis, adjusted item-total correlation of each item was calculated, and t-values for upper and lower 27% groups are reported to be significant (p<0.001) for the 12 items of the scale. Accordingly, satisfactory validity and reliability indices are established for the "Digital Reading Disposition Scale" for the study sample in this investigation disposition.

In this research, the effect of active listening training given to fourth grade students on their vocabulary was examined. Pre-test--post-test control group trial model, which is one of the semi-experimental trial models, was used. Besides, "Vocabulary Test" developed by the researcher was applied to experimental and control groups before the experimental implementations. The students in the experimental group were given a weekly two-hour-course of active listening training for eight weeks. The students in the control group were provided the materials forming the content of active listening training but they were made to study these materials with a weekly two-hour-course by traditional listening practice for eight weeks. At the end of the experiment, the test introduced as pre-test was also used as post-test in order to assess the differences between the groups. As the findings obtained from the research were analyzed, it was seen that active listening training positively contributed to vocabulary development levels of fourth grade students. Together with this, the other conclusion obtained from the research was that the students' listening comprehension achievement contributed to learning new words.

Problem Statement: Most structures of the texts individuals encounter today are multimodal, in which written, visual, and auditory elements are used together. Students who spend most of their time on social networks or playing various computer games gain experience in multimodal environments. As a part of teacher training, it is important that teachers who prepare students for life and set an example have multimodal literacy skills by keeping up with advancing technology. Purpose of Study: The study, carried out in Turkey, researches whether or not the multimodal literacy skills within the formal training prospective teachers receive are limited. A scale that aims to measure the multimodal literacy skills of teachers is developed. Method: Designed in a survey model, the scale aimed to develop a multimodal literacy scale for prospective teachers. The validity and reliability studies of the scale were conducted on 392 prospective teachers. Findings and Results: At the end of EFA, we identified that the scale had a 3 factored structure, which explains 52.63% of the total variance. As a result of the CFA conducted, consistency index values were identified and the 3 factor structured scale, recognized as made up of 17 items, was verified as a model. In order to determine the reliability of the scale, we calculated the Cronbach Alpha internal consistency and test-retest reliability coefficients. In light of the values obtained, the scale was concluded as reliable and valid. During the studies of item analysis, corrected item-total correlation of the items within 3 factors was calculated and the t-test was used to determine if these items discriminate the 27% of the upper groups and the 27% the lower groups. These results can indicate that the items in the scale have a high validity rate, and it can discriminate between students with regard to their capabilities of multimodal literacy. Conclusions and Recommendations: A scale designed to measure the multimodal literacy skills of teachers who will play a big part in the education of upcoming generations was developed. With this, we can identify multimodal literacy skills during their undergraduate education, whereby we can identify the prospective teachers who do not have such skills and they can then be trained in this respect.