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In this study, it was aimed to determine the strengths, deficiencies, and weaknesses of distance education process of learning-teaching activities in Turkish lesson by asking the opinions of students who are the subject of the learning process. In the study, the basic qualitative research design was preferred considering the nature of the research subject. The study group of the research consists of twenty-eight 7th grade students who continue their education activities in Eskisehir in the 2020-2021 academic year. The online interviews were conducted with the teachers through a semi-structured interview form prepared by the researchers. The data were analyzed by content analysis using the MAXQDA program. The students stated that distance education is more functional than face-to-face education in vocabulary activities of listening and comprehension skills. In speaking and writing skills, students mostly preferred distance education. The students explained the strengths and weaknesses of the two educational environments compared to each other in terms of all skills, with their justifications. In the study, students were also asked to write the five most useful features of both educational environments. Thus, the strengths of both learning environments in terms of Turkish lessons were revealed. Based on the data obtained, it has been determined that distance education cannot create an alternative to face-to-face education in terms of social interaction, teacher-student interaction, group studies at the desired level, but distance education is clearly preferred by students as it offers many opportunities that face-to-face education does not offer. For this reason, based on the prominent skills and activities of distance education, it can be said that it will be more beneficial to continue Turkish lessons by adopting a mixed (hybrid) model in the future.

In this research, it was aimed to determine learners' perceptions of the target language and target culture through metaphors. It is structured with a phenomenology design, one of the qualitative research designs. The participants of the study were selected by purposive sampling method. The participants of the research consisted of 101 learners studying Turkish at A2, B1, B2 levels at Ankara Ankara Haci Bayram Veli University Language Teaching Application and Research Center and Gazi University Turkish Language Learning Research and Application Center which are located in Turkey. The data were analyzed by content analysis. As a result of the analyses, it was concluded that the learner perceptions regarding Turkish culture were completely positive and 7 learners had negative perceptions regarding Turkish. The frequency of metaphors produced by learners about Turkish is grouped from the highest to the lowest under 6 different categories as interlingual relationship, valuing/positive emotion, difficulty/easiness, need/necessity, individual experience and feature/systematicity. The metaphors they produce about Turkish culture were also grouped under 6 different categories from the highest frequency to the lowest as intercultural relationship, richness/diversity, valuing/positive emotion, always existing/being rooted, individual experience and universality.

The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers teaching Turkish to foreigners, this study aims to explore, based on the concepts of information literacy and academic literacy, how well the framework is known and received by the teachers. The data revealing the perceptions of the teachers towards the concept of "CEFR" were analyzed and interpreted with the content analysis method. As it can be concluded from the results of the current study, more research is needed on CEFR literacy. In addition, teachers of Turkish as a foreign language should be encouraged to develop professionally and improve their CEFR literacy. This is indeed a key step for the future of teaching Turkish as a foreign language.

Wattpad platform has reached a significant number of users in Turkey as well as in the world. Therefore, books written in Turkish on Wattpad are essential reference sources for researchers to determine the transformation and development of Turkish and popular literature in the digital environment. The tags are keywords assigned by the author and contain valuable information about the general characteristics of a book. The browse categories when sorted by hot listing option, give a popularity ranking of a category at the current time. Tags enable the readers to discover the book more easily and provides the book to be ranked on top of the popularity rankings. In this study, from the tags that are obtained from the top 10 books of popularity rankings of a 13-year-old user profile, it is aimed to analyze the subjects of interest of adolescent readers, their choices and the quality of the Turkish books that appeal to them. The tags are classified and it was determined that the most used tags among the classified groups were related to the genre of the story, the subject of the story, and the K-pop culture, respectively. This shows the effect of K-pop culture in Turkish books on Wattpad. It is also seen that words related to kinship and affinity names, professions and occupational names, media and social media communication tools, mature themes, venues, supernatural, and mythological elements, Watty Awards, gender and age, religions, personal, physical and age characteristics of protagonists, and reign are used as tags.

Within an organizational structure, there are many sources of power that feed and run the influence action of the manager. The source and use of power in the hands of the manager has significant effects on employees' attitudes and behaviors such as morale, motivation, loyalty, trust, organizational citizenship, job satisfaction, job stress, alienation from work and organization and organizational silence. Organizational silence behaviors are considered to be one of the employee behaviors in which the effects of power use and power distance will be felt the most. In this study, it is aimed to determine the perceptions of teachers about the relationship between power distance and organizational silence behaviors. The research was carried out by using the correlational survey model. The sample of this research was determined by simple random sampling method and it consisted of 552 teachers working in primary, secondary and high schools in central districts of Samsun during the 2019-2020 academic year. As data collection tools, "Power Distance Scale" developed by Dorfman and Howell (1988) and adapted to Turkish by Akyol (2009), and the "Organizational Silence Scale" developed by Dyne, Ang and Botero (2003) were used. As a result of the research, it was determined that there is a significant relationship between the general power distance total score variable and the teachers' organizational silence scores. And power distance variable is a significant predictor on the organizational silence variable. In that regard, it can be argued that one of the reasons for silence in the organization is the perceived power distance perception of the behavior of the manager.

This study aims to adapt the Adult Interpersonal Acceptance Rejection Scale to Turkish culture and examine the validity and reliability of the Turkish version of this scale. 653 university students selected by the convenience sampling method constitute the study sample. The original factor structure of the scale was examined by confirmatory factor analysis. The results revealed that the original factor structure of the Adult Interpersonal Acceptance-Rejection Scale was confirmed in the Turkish sample. The internal consistency of the scale items was associated with the Cronbach's alpha reliability coefficient and was calculated as 0.908. In addition, Cronbach's alpha values were 0.915 for the mother acceptance sub-dimension, 0.909 for best friend acceptance sub-dimension, and 0.911 for the romantic partner acceptance sub-dimension. Correlation coefficients were calculated between the Adult Interpersonal Acceptance Rejection Scale and the Two-Dimensional Self-Esteem Scale, the Interdependent Happiness Scale, and the Life Satisfaction Scale to prove the validity of the criterion. The results showed that the sub-dimensions of the scales were significantly related. These results show that the Turkish version of the Adult Interpersonal Acceptance Rejection Scale is a valid and reliable measurement tool that can be used for research purposes to determine the levels of interpersonal acceptance and rejection of adult individuals.

This research study aims to utilize a second-order meta-analysis procedure to synthesize the effects of inquiry-based learning model (IBLM) on learning outcomes. An extensive systematic review process resulted in the inclusion of 10 meta-analyses conducted between 2015 and 2022 with minimal overlap between primary studies. The results revealed that IBLM has a medium-level positive effect (d=0.62) on learning outcomes. The analyses showed that mobile inquiry-based model, learning cycle model and conceptual change text model have high-level positive effect on learning outcomes. Moderator analyses revealed that the effect sizes were not significantly moderated by grade level, content area, location, quality, primary research report type, and publication bias. Limitations, educational implications, and directions for future research are provided.

This study aimed to adapt the Triarchic Model of Grit Scale (TMGS) and Perceived Academic Underachievement Scale (PAUS) to a Turkish state university context and provide evidence of its validity.. The relationships between the scales were also examined. The data of this study was obtained from three different study groups consisting of college students attending a state university located in the Middle Black Sea Region of Turkey. The psychometric properties of the PAUS were examined with the first study group, the psychometric properties of the TMGS were examined with the second study group, and the relationships between both scales and their relations to academic self-efficacy were examined with the third study group. Exploratory Factor Analysis, Confirmatory Factor Analysis, and Pearson's product-moment correlation coefficient were used to analyze data. Results showed that both scales have sufficient validity and reliability. Furthermore, there was a negative relationship between grit and perceived underachievement, a positive relationship between grit and academic self-efficacy, and a negative relationship between perceived underachievement and academic self-efficacy. These findings suggest that adapted scales are valid and reliable measurement tools that can be used to determine perceived academic underachievement and grit levels among adults and teacher candidates.

Gifted students are individuals who show extraordinary development in at least one area compared to their peers. The common feature of gifted students is their creativity. The gifted students need training to improve their skills. If they do not receive such training, their abilities will fade out over time. Problem posing is one of the activities that promote the creative skills of gifted students. Problem posing activities, which are more effective in the development of creativity than problem solving, have little place in the curriculum. Thus, it is thought that awareness will be created about problem-posing activities in the education of gifted students. In this context, the study aims to examine the problem posing skills of gifted students. The results of the present research reveal that one-third of gifted students' answers are left blank. The problems they pose are not difficult. Solving problems often requires at least three steps. The established problems are grammatically correct in view of Turkish language. The gifted students have used the mathematical language correctly in the problems. These results are compared with the studies in the literature and discussed. As a result of the research, various suggestions have been made to the teachers of gifted students and other teachers who will work in the field in question.

The use of teacher's guidebooks, which were prepared to assist teachers based on the curriculum implemented within the framework of the constructivist model, was discontinued in the 2018-2019 academic year. This study was based on a case study and prepared to examine the teacher's guidebooks that were removed from the curriculum in the 2018-2019 academic year. The study group consists of 20 teachers who work in Siirt and have at least 5 years of experience in public schools. The data were collected with a semi-structured interview form prepared by the researcher and the content analysis technique was used in the analysis of the data. The research findings revealed that most of the teachers felt the lack of guidebooks and could not perform their learning-teaching strategies in a healthy way after the removal of the guidebooks, listening education, which is one of the basic language skills, was largely neglected and the implementation of the guidebooks by the Ministry of Education would be beneficial in the education and training process.

Musicogram is described as a graphical record of musical works and is one of visual music teaching tools developed by Jos Wuytack on the theory of active music listening, and designed particularly for children who do not have knowledge of musical notes. Musicograms are widely used in many countries and has been frequently addressed in the international scientific studies recently; however, there is a limited number of academic studies in Turkey on musicograms, yet there are applied studies on the use of these visual schemes in music teaching. The purpose of this study is to evaluate the musicogram applications in Türkiye within a certain theoretical framework. In this scope, musicogram studies and application examples with various names in different languages were reached through a web survey. In this way, the most popular names given to the musicogram applications in Türkiye were detected and a total of 227 musicogram applications that were uploaded to the Turkish pages on YouTube platform between the years 2000-2022 were chosen as sample. The musicogram applications were discussed in terms of various elements of music (such as melody, rhythm, tempo, expression, etc.) by means of document review, and were evaluated in line with Wuytack's active music learning approach. The findings indicated that it is necessary to increase the number of studies in order to ensure recognition of musicogram and similar methods, techniques, and materials, which express visual presentation of music not only by the music educators, but also by preschool teachers and class teachers in Türkiye, and in order to conduct correct applications.

This study aims to determine the mental images created by pre-service teachers regarding Turkish lessons taught within the framework of four basic language skills (listening, speaking, reading and writing) depending on the distance education practices carried out during the COVID-19 epidemic. In this study, phenomenology design, one of the qualitative research designs, was used. Criterion sampling, which is one of the purposive sampling methods, was used to determine the sampling method of the research. The study group of the research consists of 90 teacher candidates, 78 women and 12 men, who participated in the research voluntarily. Pre-service teachers' views on "Turkish lessons taught in the distance education process" were determined through metaphors. In this context, pre-service teachers "Turkish lessons in the distance education process… like/similar; because…" They were asked to fill in the open-ended question form. Content analysis technique was used in the analysis of the obtained data. The general findings of the research are 80 different metaphors related to the Turkish lesson of the teacher candidates participating in the research, and these metaphors were collected in 10 different categories. As a result of the analysis of the findings obtained from the research, it was determined that the pre-service teachers explained Turkish lessons with metaphors that could be described as positive for them, but they also produced some negative metaphors. Especially in the distance education process, it has been determined that negative metaphors are produced due to the problems related to application, communication, interaction, lack of motivation and technological infrastructure arising from systemic problems.

Listening strategies are enacted plans that one can use to better understand, learn, remember, and comprehend a target language. The present study aims to examine how the process of listening strategy instruction may be implemented in the teaching of Turkish to L2 learners. The study was a qualitative one, conducted with the action research method on an online platform, Zoom. Five Turkish L2 learners participated in the study. The results show that students used the listening strategies in various frequencies and combinations during the implementation process. Throughout the implementation process, the least used strategies were relating with prior information, performance evaluation, monitoring, and inferencing, while the most frequently used strategies were note-taking, determining keywords, translating, and prediction. The students stated that prediction, note-taking, and planning were the most useful strategies for them during the implementation process. Also, the use of authentic videos in online listening strategy instruction lessons contributed to students' learning in diverse areas of interest, particularly learning new vocabulary, and thus motivate them.

The aim of the present study was to scrutinize how teacher expectations are shaped and reflected in teachers' classroom behaviors by presenting a holistic picture of teacher expectation literature that has significantly developed since 1968. To achieve this, a systematic review design was utilized in the study, and different academic databases, which were namely EBSCOhost, ERIC, Science Direct, Journal Park Academic, and HEC Theses Centre, were examined. Among 1.227 of the studies conducted, 32 research studies were included in the current review based on a set of inclusion and exclusion criteria after the identification, screening, and eligibility processes. After the content analysis carried out on the included studies, the review extracted certain factors shaping teachers' expectations of students' academic achievement, which were grouped as "students' readiness," "skills and abilities," "teacher- and family-related factors," and "school policies." In classes, teachers differentiated their instructional methods according to students' ability levels, presented more group work opportunities, established more eye-contact, assigned cognitively harder tasks, and expected more quality work from high-expectancy students. Teachers also tended to decrease their interaction time by turning to another student when a low-expectancy student could not answer a question, and to know personal or academic strengths of high-expectancy students more than low-expectancy ones. [This article includes an extended summary in Turkish.]

The ability of individuals to feel part of their culture highly depends on the extent to which they can use their native language and how they can manage linguistic processes. In this context, regardless of occupation or age, one needs to use the language in daily communication--an element maintaining the social order--correctly and in accordance with the language-specific rules. The aim of this study was to explore language awareness among undergraduate sports sciences students. A total of 205 students enrolled at schools of sports sciences in Istanbul, 64.9% (n = 133) were males and 35.1% (n = 72) were females, voluntarily participated in the research. We collected the data using a demographic information form and the "Everyday Language Awareness Scale". The 5-point Likert-type scale consists of 17 items within four sub-scales. While showing the frequencies of the responses to the scale items, we used an independent-samples t-test and one-way analysis of variance (ANOVA) to analyze the participants' scores by their demographics. We calculated Cronbach's alpha for the total score to be 0.86. Overall, we concluded that the participants had significantly higher awareness of the Turkish language by their total and subscale scores.

This study is a corpus study on morphological features of children's books in Turkish. The purpose of the study is to determine derivational and inflectional suffixes in Turkish children books and to identify the common and productive morphemes used in child literature in the light of the information obtained; hence, reach clues about determining the priorities in the process of vocabulary acquisition in children. To achieve this, different literature examples written for children were examined, a corpus was formed by analyzing the derivational and inflectional suffixes, the frequency of use of categories and sub-categories was determined and a comparison between categories was made. The results yielded that inflectional suffixes were used more frequently than derivational suffixes, which could be due to less frequent use of derivational suffixes than inflectional suffixes. Also, derivational suffixes could be less productive in language acquisition process and therefore acquired late.

The purpose of the study is to determine pre-service Turkish language teachers' use of text structure elements and their awareness and experience with argumentative writing. The research was designed as a case study, which included 115 undergraduate students studying Turkish language teaching. The data of the study consisted of the participants' argumentative writings and interviews. As data collection tools, the researchers developed an "Evaluation Rubric of Argumentative Text Elements" by conducting validity and reliability tests and prepared a "Semi-structured Interview Form" to uncover the participants' experiences and opinions about argumentative writing. Quantitative data were evaluated using descriptive statistical techniques, and qualitative data were analyzed through thematic analysis. The quantitative results showed that the average success of the participants was 75.2% in topic element, 72.6% in claim element, 65.6% in the element of supporting a claim, 42.3% in counterclaim and backing for the counterclaim, 36.8% in grounds for rebuttals, 49.3% in conclusion element, and the overall average success was 56.54%. The qualitative results indicated that the participants' awareness of argumentative text structure was weak. Lastly, the participants' experiences with and opinions on argumentative writing were categorized to determine the factors that contributed to their success.

This study aimed to perform a scale adaptation to determine students' perceptions of a classroom learning environment. The sample of the study consisted of 337 students for exploratory factor analysis and 1,639 students for confirmatory factor analysis. The scale known as My Class Activity adapted in this study was developed by Gentry and Gable (2001). The adapted scale is a five-point Likert-type scale consisting of four factors (interest, choice, challenge, and enjoyment). The scale was previously adapted to Turkish culture by Deniz and Saranli (2017), and in this study, we readapted the scale to Turkish culture. Exploratory factor analysis and reliability analysis of the data obtained from the scales were completed with SPSS software and confirmatory factor analysis with AMOS. As a result of the analyses of the adapted scale, it was decided to remove the challenge dimension. After the validity and reliability studies obtained from the three-factor (interest, choice, enjoyment) structure of the scale, it was concluded that the scale could be used in Turkish culture.

The sudden implementation of a fully-online education has caught learners in many countries flat-footed, bringing about more responsibilities for self-regulated learning. However, self-regulation seems to be an outstanding challenge facing learner-readiness, satisfaction and achievement in online education during the pandemic period. Nowadays, higher education students fail at effectively self-regulating their online learning experience. Therefore, it is worth identifying whether the situation in this sense has deteriorated or ameliorated during the pandemic process. Thus, this study aimed to understand to what extent higher education students self-regulated their online learning, and what kind of a relationship their self-regulation had with such variables as academic achievement, gender, preferred online learning environment, and attitudes towards the online course (English in this instance). The study also aimed to conduct the validity and reliability analyses of the Turkish version of the scale Self-Regulated Online Learning Questionnaire (SOL-Q). The findings of the study provide educational policy-makers with critical insights into the current situation of fully online education practices in higher education.

The purpose of the current study was to examine the frequently used boosters in academic articles written by Native (NESs) and Non-native (NNESs) Speakers of English (Turkish researchers) in the field of English Language Teaching. Investigating whether differences exist in the use of these markers between NESs and NNESs' academic articles was another aim of the study. Within this purpose, data was collected from one hundred academic articles (NESs= 50, NNESs= 50 articles) published between 2016 and 2021 in two different international journals indexed in ERIC by using the keyword 'English Language Teacher Education', and the data were analysed using AntConc concordance tool. Log-likelihood statistics were run to find out whether any significant difference exists between NESs and NNESs' use of boosters in terms of frequency. The analysis revealed that statistically significant underuse of boosters by NESs writers in terms of their use of types of boosters was found.

Many students learn Turkish as a second language in Turkey. These students, whose first language is Kurdish, learn Turkish at a certain level before starting school. As a result, these students become emergent bilinguals along with school life. On the other hand, some of these students almost do not use Kurdish in their lives and wholly turn to Turkish. Ultimately, all students whose first language is Kurdish continue their education in the same environment with students whose first language is Turkish. As a result, these children lag behind students whose first language is Turkish in many respects. They even lag behind students whose dominant language is Turkish and Kurdish as their first language. This research it is aimed to reveal the differences between the two student groups in the context of written expression skills. The effect of the dominant language difference, preschool education status and socioeconomic level on the written expression skills of primary school students were examined. The research group of 428 primary school fourth-grade students (girl: 201, boy: 227) was determined by criterion sampling method. As a result of the research, it was revealed that the written expression skills of the students whose dominant language is Kurdish remained at a deficient level, and they made more spelling mistakes.

The aim of this study is to determine the problems experienced by Syrian refugee children in the 1st grade primary school in the process of acquiring basic Turkish language skills (listening, speaking, reading and writing) and the solutions to these problems according to the views of teachers, parents and students. Since the most Syrian refugees in the world are in Turkey, this study was based on basic language skills in Turkish. This research was designed as a survey model. The study group of the research consists of 126 classroom teachers, 15 parents and 15 students. In the research, criterion sampling method was used to determine the participants to be surveyed, and snowball sampling method was used to determine the participants to be interviewed. The research data were collected with the data collection tool titled "Teachers' Opinions on Basic Language Skills" developed by the researcher and a semi-structured interview form. Frequency (f) and percentages (%) were used in the analysis of quantitative data, and descriptive analysis technique was used in the analysis of qualitative data. It has been concluded that Syrian refugee children have problems in describing the text they listen to determining the subject of what they listen, and answering questions about what they listen. In the study, it was determined that Syrian refugee children had severe problems related to the acquisition and use of basic Turkish language skills. It has been concluded that these children can be solved by providing basic Turkish language skills with contemporary approaches, methods and techniques enriched with appropriate materials and supported by technology and cultural elements.

By determining the perceptions of Turkish language teachers about using e-learning tools, it is possible to identify the obstacles to the use of e-learning tools in grammar teaching. The study aims to evaluate the Turkish language teachers' perceptions about using e-learning tools in grammar teaching in the distance education process. The research was designed as a qualitative case study. The data collection process of the research was carried out in the 2021-2022 academic year. The study group consists of 22 Turkish language teachers working in public middle schools in Turkey who participated in the research voluntarily. Within the scope of the research, the opinions of Turkish language teachers were taken via semi-structured interview forms. According to the results, the majority of Turkish language teachers stated that e-learning tools should be used in grammar teaching. Teachers of Turkish stated that they benefited from EBA as an education portal in this context. Moreover, Turkish language teachers receive help from programs such as Zoom, Kahoot, Wordwall and Teams in grammar teaching during the distance education process. The majority of Turkish language teachers emphasised that they benefit from traditional measurement tools in the measurement and evaluation process of grammar teaching in distance education. Most of the Turkish language teachers participating in the research stated that they did not know Web 2.0 tools. Based on the findings of the research, it may be argued that Turkish language teachers should be introduced to technology and overcome their fears of using instructional technologies. This would enable the teachers to benefit more from e-learning tools in their lessons.

The purpose of this study is to explore the levels of digital literacy among Turkish teacher candidates as well as their attitudes about digital writing, and to investigate the relationship between these variables. The survey model is used in this study using a quantitative research approach. The sample of the research consists of 556 Turkish language teacher candidates studying at 18 different public universities in Turkey in the fall of the 2021-2022 academic years. In this study, personal information form, Digital Literacy Scale, and Attitude Scale for Digital Writing (DWS) are employed as data collection tools. The data are analyzed using correlation and regression analysis test. The research findings show that the digital literacy levels of Turkish language teacher candidates and their attitudes towards digital writing are moderate. These findings disclose a necessity to improve both the digital literacy of Turkish teacher candidates and their attitudes towards digital writing. Additionally, the results generally reveal a favorable and significant correlation between the participants' attitudes regarding digital writing and their degrees of digital literacy. The findings of the present study are examined in the light of the literature, and different recommendations are developed.

Collocations make it possible to use and understand the language in an effective way. In this context, understanding collocation issues is important for both native speakers and language learners. This study aims at revealing certain determinations and problems with regard to the classification of word combinations in Turkish. For this purpose, descriptive analysis, content analysis, and category and frequency analyses have been employed herein. The sample of the study is composed of narrative (tale, story, and novel) texts selected through the cluster sampling method according to the level of 5th-8th grade students. Linguistic input of (+/-) 624,089 words has been entered into the research corpus as a result of the process involving the import of the texts into the electronic environment via a scanner, their digitization through conversion to text format, and their coding to be processed in Turkish language (ISO). The study involves the individual evaluation of word combinations in terms of their syntactic, semantic and pragmatic aspects. Then, the classification of these combinations has been applied as semi-restricted collocations, restricted collocations, figurative idioms, and pure idioms in terms of semantics, according to their structure whether it is syntactic dual or multiple. Generally, the semantic order of word combinations in narrative texts has been found to be as follows: Free combinations > semi-restricted collocations > restricted collocations > figurative idioms > pure idioms. The findings obtained reveal certain problems specific to the Turkish language with regard to the detection of word combinations, especially collocations, via programs. The study contributes to the literature as descriptions of word combinations in Turkish. More importantly it is thought that it will contribute to the development of literacy skills of students both in mother tongue education and foreign language learning.

The reported past tense is one of the basic grammar topics taught to learners in the teaching of Turkish as a foreign language. It is explained in the Turkish textbooks used for foreign language teaching that this mode has functions of "hearing from another" and "become aware of the events in a later time". In our daily lives, this mode is not welcomed well to a certain extent in society; however, it is also used in "gossip" in relation to the function of hearing from someone else. Although gossip narratives in Turkish textbooks for foreigners are included as one of the examples of this mode, it is not explained for what purpose this mode serves. In this study, the functions of the reported past tense with "-mIs" morpheme in Turkish were summarized based on the relevant literature and with reference to the literature with the usage of verbs conjugated with "-mIs" suffix in gossip narratives were emphasized; by focusing on how "-mIs" suffix is presented in the textbooks for teaching Turkish to foreigners, the inclusion of gossip-functioned texts in the books were evaluated in a critical approach.

In the current study, the effect of mind map technique on the teaching success of substantive verbs is researched. To this end, pretest, post-test paired control group design was used. The study group of the study consisted of 48 students in 7/A and 7/B classes in a secondary school affiliated to the Directorate of National Education in the Province of Balikesir. In the research, a pretest was applied to evaluate the level of knowledge on the acquisition of "S/he uses substantive verbs in accordance with their functions". Following the pretest application, mind map technique regarding the above-mentioned acquisitions in line with daily plans was administered in the experimental group; however, four weeks of practice was applied through the activities in the textbook using the lecturing method and, then, post-test was administered to determine the learning level. After 21 days from the post-test, permanence test was applied. Based on the research findings, to what extent the above- mentioned technique contributed to the teaching of substantive verbs was intended to be revealed. Mann-Whitney U Test was utilized to analyse the pretest scores of experimental and control groups; Dependent Variables T Test to analyse pretest, post-test scores of experimental group and Wilcoxon Signed- Rank Test to analyse the difference between pretest and post-test scores of the control group. Furthermore, Mann-Whitney U Test was used to analyse the difference between post-test scores of the experimental and control groups; dependent Variables T Test to analyse the post-test scores of experimental group and permanency test scores and Wilcoxon Signed- Rank Test to analyse the post-test scores of the control group and permanency test scores. The results showed that the use of mind map technique contributed to the student achievement, learning permanence, and the teaching of substantive verbs. It has been thought that the inclusion of this technique in the lessons by Turkish language teachers will increase the success of the course and the learning permanence. From a wider perspective, it will contribute positively to student's literacy skills.

This research aims to analyze and evaluate postgraduate theses on Turkish vocabulary in terms of bibliometric parameters. For this purpose, to create the corpus of the study, the theses in the database of the Council of Higher Education National Thesis Center (YÖKTEZ) were accessed by selecting the "Education and Training" category and the "Turkish Education Department" filtering and using the "vocabulary" keyword. As a result of the scanning, 103 master's and 18 doctoral theses on vocabulary were reached. In the study, bibliometric analysis was used as a data analysis technique. Theses within the scope of the research were subjected to bibliometric analysis in terms of parameters such as academic level, publication year, university, institute, supervisor, research method, research design, data collection tools, data analysis, content, and purposes. As a result, there has been a significant increase in the number of postgraduate theses on vocabulary in Turkish in recent years, and theses were mostly submitted to Inönü, Gazi, and Marmara Universities, respectively. In addition, most of the theses in the Institute of Education Sciences, MA level and supervised by academics with the title of assistant professor. In addition to this, in postgraduate theses on the vocabulary of Turkish, it is seen that the qualitative research method was used as a research method, descriptive analysis was used as a research design, document analysis was used as a data collection tool, and content analysis was used as a data analysis method mostly. Finally, it is noteworthy that in the identified theses, literary works and the vocabulary of different literary genres are examined from various perspectives. It is thought that the study will contribute to the studies and researchers in the domain of Turkish vocabulary.

Teaching grammar topics is a difficult and complex process. This process needs to be structured with functional activities that are appropriate for the objectives of the instruction, be it face-to-face or distance education. This study aims to investigate and evaluate the quality of grammar instruction in the Turkish lessons on the Education Informatics Network (EBA) used by the Ministry of National Education as a distance education tool. For this purpose, the data of the research were obtained through the investigation of 29 Turkish lessons at the elementary school level (5th-8th grades) between the dates 23.03.2020 and 19.06.2020 during which formal education was in a three-month hiatus. In designating these lessons, the criterion sampling technique was used and all lessons that included grammar topics were investigated by taking grammar topics as the criterion. The research used the case study as one of the qualitative research designs. The data obtained after the investigation were analyzed through the content analysis method. In the research, the analysis category was determined to be "Grammar Teaching" while the sub-categories were coded as "The State of Using the Sense and Induction Methods in Grammar Teaching", "Structure of the Examples Used in Grammar Teaching", and "The State of Supporting Grammar Teaching Activities with Comprehension and Expression Skills". It was found that induction and intuition methods that have a vital place in teaching grammar in elementary school Turkish lessons were seldom used. On top of this, it was revealed that grammar was taught in a way far from text-based grammar teaching and was not associated with receptive and productive skills.

The study aims to examine the effect of the Four Square Writing Method (FSWM) on the writing anxiety of the learners of Turkish as a foreign language at the B2 level. The mixed-methods sequential explanatory design was applied, and 50 students at the B2 proficiency level who studied at the Turkish Teaching Practice and Research Center (BAIBU TÖMER) at Bolu Abant Izzet Baysal University in the 2020-2021 academic year were selected through the purposeful sampling. The quantitative data were obtained with a weak experimental design consisting of a pre-test and a post-test, while the qualitative data consisted of interviews with the participants. As data collection instruments, the Writing Anxiety Scale (WAS) developed by Sen and Boylu (2017) and the Semi-Structured Interview Form designed by the researchers were used. Quantitative data were analyzed by hypothesis testing, whereas qualitative data were scrutinized using content analysis. The quantitative data showed that the FSWM had a statistically significant effect on the writing anxiety of the learners of Turkish as a foreign language. On the other hand, the qualitative findings were categorized into two main themes: "writing skills" and "affectivity." The writing skills category included 13 codes and 72 views; "general, transition, and linking expressions, developing strategies, developing thinking skills, learning vocabulary, enhancing writing style, planning in writing, graphic organizer, drafting, collaborative writing, organization, writing quality, and generating ideas. The affectivity category consisted of 5 codes and 31 views, including relaxation, enjoyment, motivation, increased self-confidence, and dislike. The findings determined that the FSWM played a role in positively affecting writing anxiety, contributing to the development of writing skills, promoting participants' psychological comfort, allowing them to have a fun time, gaining self-confidence, and motivating them to write. Lastly, the study detailed the aspects where the qualitative findings supported the quantitative results contributing to the interpretation of the data.

This study explores the instances when teachers employ language policing (Amir, 2013) in the Turkish EFL young learners' context. Language policing studies are scarce in EFL young learners' classrooms. Hence, this study is an attempt to address the gap in the literature concerning EFL young learners' contexts from the expanding circle and contribute to the code switching literature. Data consists of 270-minute video recordings from three different classes in two private schools in Turkey and it was analysed using Conversation Analysis. Results show the presence of Turkish, English, as well as a bilingual medium before and after the policing was initiated through formulaic expressions. Unlike some secondary school contexts where the English-only policy is enforced with a strict rewards and punishment policy (Amir & Musk, 2013), speaking Turkish and the bilingual medium for the most part of the lessons was not corrected by the teachers in the current study. These findings have implications for teaching EFL to young learners, language policing and code switching in secondary contexts.

In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person's repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students' writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing's dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English). Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires.

This research was undertaken with the aim of evaluating, classifying, and detecting mistakes made by Tunisian students learning Turkish as a foreign language at the A1 level. The study is descriptive and was performed using document and content analysis methods. Forty Tunisian university students participating in the study were asked to write about their emotions, ideas, and plans after being given a topic in the classroom at a specific time. Afterwards, their incidences of miswriting were determined while analyzing the texts. Their mistakes were classified under the headings of spelling mistakes, morphemic mistakes, phonetic mistakes, syntactic mistakes, and semantic mistakes. The writing errors grouped within these categories were subsequently re-evaluated according to their specific features and presented again under more narrow subheadings. It was determined that the students made 206 spelling mistakes, equaling 39.84% of the total, followed by 119 morphemic mistakes equaling 23.01%, 95 phonetic mistakes equaling 18.37%, 52 syntactic mistakes equaling 10.05%, and 45 semantic mistakes equaling 8.70%, for a total of 517 writing errors. The majority of these incidences of miswriting happened due to factors such as negative transfer, the distinctive structure of the Turkish language, and the students' lack of knowledge and experience. It is emphasized that writing-oriented error analysis studies in the teaching of Turkish as a foreign language should be increased and continued at all levels.

There are various textbook sets commonly used in teaching Turkish to foreigners. In the literature, the literary content of these books has been examined by many researchers. However, there have not been enough studies on the visuals, which are as important as the texts in the books. The visuals belonging to the texts in the Gazi University Turkish Textbook for Foreigners Level C1 were examined in this research. In this study, document review method, which is one of the qualitative research designs, was used and 39 visuals used with 20 texts in the book were examined by the researcher and 3 experts in terms of their compatibility with the content of the texts. The visuals in the book were first grouped according to Levin's (1981) typology and it was determined that 97.42% of the visuals are representative and appropriately decorative. Then, the compatibility of the images with the texts was examined according to a five-item category list. It has been determined that helpful visuals are used in the book to predict the subject of the text, which is compatible with the content of the text. However, it has been concluded that the visuals are found insufficient to contribute to the comprehensibility of the text, to emphasize the important points in the text, and to support the main idea/emotion of the text. Suggestions were made regarding the use of organizational, explanatory and transformational visuals that contribute more to the understanding of the text in Turkish as a foreign language books.

The aim of this article is to examine the curriculum alignment of the current program in line with the opinions of Turkish teachers based on the flexibility of the 2019 Turkish Language Curriculum. The study group for the research consists of a total of 153 teachers, including 40 Turkish teachers who participated in the semi-structured interview in Igdir in the 2020-2021 academic year and 113 Turkish teachers who gave their opinions about the achievements in order to measure the accessibility levels of the achievements. When the participant comments are examined, it is seen that their statements emphasize the content of the program in terms of intensity and time. It should be noted that teachers express more curriculum fidelity than curriculum alignment. However, it can be said that the concept of curriculum alignment is considered here as a central program implementation algorithm. It can be said that teachers mostly emphasize inner harmony with the alignment of goals. In addition, stating that the achievements are realized within the framework of texts and activities shows that teachers only adhere to the texts and activities in the text book. It was concluded that the students had difficulties in the application because of problems related to the program, and this might be related to local factors.

Classroom interaction is a vital factor for teaching and learning second language. Numerous studies were conducted by researchers to shed a light on different aspects of this concept. Many different features of classroom interaction were dealt with researchers such as feedback, questioning, concept checking. Code-switching during the lesson is one of that features. It has been a widely debated topic for researchers. For this reason, the aim of this action research is to see the L1 amount and purposes in a preparatory class. Results indicated that 4/1 lesson time was spent with L1 and teacher used L1 for different purposes such as increasing motivation, increasing comprehension, humor, and building personal relationships.

Reading comprehension questions scaffold deeper comprehension, help students to analyze texts, improve students' thinking skills, and help them realize permanent and meaningful learning. By comparing reading comprehension questions used in Turkish lessons with student-generated comprehension questions in terms of level, this study aimed to determine question resources' capacity to affect students' questions. Using a multiplecase study research method, this study examined Turkish textbooks' reading comprehension questions, teachers' questions generated during lessons and teachers' questions produced for the text provided, and student-generated questions. Data were collected using the Demographic Information Form, Teacher In-Term Question Collection Form, Teacher Questions Collection Form, and Student Question Collection Form. In addition, textbooks were used as another data source. The data were analyzed using content analysis. The results revealed that the textbook questions were mainly of a low level require remembering and understanding information. Similar results were obtained for those teachers' questions. However, it was determined that the teachers' questions produced based on the texts were at a higher level than those produced during the lessons. Comparatively, it was also revealed that the rate of low-level questions produced by students was higher than those in textbooks and teacher questions. Furthermore, high-level critical questions were found to be limited in all resources. When students' questions and questions produced by other resources were compared, the closest relationship was found between the students' questions and questions produced by teachers during lessons.

Museum education is a field that requires teachers to work with faith in school-museum cooperation. The aim of this study is to examine the self-efficacy beliefs of the students of the Faculty of Education of a university regarding museum education. 692 students studying at the Faculty of Education of a university participated in this study, which was carried out with the scanning model. The data of the research were obtained with the Student Identification Form (SIF) and the Self-Efficacy Belief Scale for Museum Education (SEBSFME). The average age of the students is 21.15 (SD: 1.801), 76% of them are women, most of them (69.7%) live in the city. 29% are in the 1st grade, 25.7% are in the 4th grade. 26.4% of the students are in Turkish Language Teaching, 21.2% in Social Studies Teaching and 15.9% in Art-Music Teaching. The mean score of SEBSFME is 80.86 (SD: 18.06). There was no significant difference between the SEBSFME mean score and variables such as age, gender, and place of residence. The difference between the students' grade level, department, visiting the museum and taking courses related to the museum was statistically significant. (p<0.05). Self-efficacy belief towards museum education was found above the average scores of the Faculty of Education students. It is important for the students of the faculty of education, who are the teachers of the future, to develop their self-efficacy beliefs by being supported by museum education, which provides the development of important educational features such as questioning, research and examination.

The current study aims to investigate the self-efficacy perceptions of secondary school students regarding speaking skills according to various variables. The study was designed in the survey model, one of the quantitative research methods. The study group consisted of 434 students, 212 females and 222 males, studying at the 5th, 6th, 7th and 8th grades of Bartin Borsa Istanbul Secondary School. The self-perceptions of secondary school students regarding speaking skills were examined according to gender, grade level, success in Turkish lessons, number of siblings, and educational status of parents. To this end, "Personal Information Form" and the "Speaking Self-Efficacy Scale" developed by Hasirci Aksoy, Arici and Kan (2021) were employed for data collection. The data of the study was analyzed via SPSS 21.0. As the data was distributed normally, parametric tests were employed in the analyses. Independent groups t-test was applied for two variables and one-way analysis of variance was applied for more than two variables. According to the research findings, secondary school students have high level of self-efficacy perceptions towards speaking; there is no significance in these perceptions in terms of gender, grade level, number of siblings and mother's education level; yet there is a significance in terms of the success in the Turkish lesson and the educational status of the father. Accordingly, it was found that as the course achievement of the participants and the father's education level increased, self-efficacy perceptions towards speaking increased.

Variability in the form of article (i.e., a and the) omissions and stressing has been attributed to a mismatch between first (L1) and second language (L2) prosodic and syntactic structures. An overlap between the L1 and L2 systems, on the other hand, is expected to contribute to native-like article productions. This case study aims to explore the role of L1 prosodic structure (Turkish, Spanish and English) and syntactic environment (nouns with and without adjectives) on article productions of two end-state L2 speakers and one Australian-English native speaker. The data consisted of a sentence imitation task and spontaneous speech recordings of these three speakers. Article use patterns in the data were coded as supplied and omitted, and indefinite article durations were excised and measured using PRAAT. The findings suggest that the presence of an adjective in the noun clause increases cognitive demand, since irrespective of the L1 background, all the speakers had longer indefinite article durations in contexts with an adjective. Second, the Turkish speaker, whose L1 has a different prosodic and syntactic structure from Spanish and English for encoding definiteness, had higher rates of article stressing and omissions in contexts with an adjective. Third, L1 prosodic constraints can be responsible for article stressing and omissions in end-state L2 speech since only the prosodic transfer hypothesis predicts a difference in article durations between the two syntactic environments within the interlanguage of the same speaker. Despite long years of exposure to and frequent daily use of the L2, the persistent difficulty in article productions, as reported in this paper, may imply the importance of age of acquisition in overriding certain L1 prosodic effects in acquiring an L2.

The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovasi district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively

This study aims to reveal how peer- and self-assessment practices influence the writing skills of 9th grade students. The study adopted mixedmethods explanatory design. The participants were 102 students attending a public school in Ankara. The quantitative data were collected through a quasiexperimental method, and qualitative data were collected through a case study. There were three groups of participants in this study: the 1st experimental group in which peer-assessment was carried out with 34 participants; the 2nd experimental group in which self-assessment was conducted with 34 students, and 34 students in the control group. The interventions lasted 7 weeks. Writing performance tasks and rubrics were used to gather quantitative data while a Semi-Structured Interview Form was used to collect the qualitative data. For the analysis, paired samples t-test, ANOVA, and content analysis were used. The findings revealed that there was a significant difference between pre-test and post-test scores of experimental groups in which peer and self-assessments were conducted whereas there was not a significant difference between the scores of the control group. The findings of ANOVA, the post-test results of the experimental and control groups showed that there was a significant difference between all groups in favor of the 1st experimental group in which peer assessment was applied. The qualitative findings of the study corroborate the quantitative findings. Hence, we can conclude that peer and self-assessment practices were effective both in the development of students' writing skills and on their attitudes and interests towards writing.

This quantitative research examined the variables affecting the Turkish listening skills of high school students living in Moldova-Gagauzia. It was evaluated effects of language exposure, linguistic distance, demographic variables (gender, settlement type, mother tongue, and Turkish language level) on participants' Turkish listening skills. 148 participants were students at Süleyman Demirel Moldo-Turkish High School in Kongaz. The data were collected using two instruments: The Turkish language exposure scale and listening tests. The scale was developed by Çobanoglu Aktan and Inan (2020) to determine Turkish language learners' out-of-school exposure to Turkish. Listening test was developed based on Yunus Emre Institute's "Yedi Iklim Türkçe Ögretim Seti". Afterward, the listening test results were analyzed to determine the variables that predicted listening performance. The research results indicated a low level of Turkish exposure among the participants. Females were exposed to Turkish more. There was no relationship between their listening test performance and exposure, mostly including Turkish visual and auditory media. In addition, in the Turkish listening exam, it was seen that the native speakers of Gagauz were more advantageous than Russian. The reason why the A1-2 level participants were more successful in the listening skill test might be the linguistic proximity and similarities of basic vocabulary between Turkish and Gagauz. It was concluded that linguistic distance was a stronger predictor than other variables.

This study aimed to develop the pronunciation skills of students who learned Turkish as a foreign language and determine the extent of the instruction given for that purpose by observing its cognitive effects. It was designed as an in-class action research and carried out with nine students speaking different languages. Of those, five were bilinguals: Four were native speakers of their native tribal language and French, and one was a native speaker of Kazakh and Russian. The remaining four students were native speakers of Arabic. The fMRI findings at the beginning and the end of the study showed that phonological and reading motor processes were better for bilingual learners who were native tribal speakers and learned French and Mongolian as their country's official language, compared with native Arabic monolingual learners. Based on the analysis, it can be stated that an increase in foreign language sound awareness of learners results in the acquisition of more accurate pronunciation skills.

Computational thinking is recognized as a vital skill related to problem-solving in technological and non-technological fields. The existence of different sub-domains related to this skill has been pointed out. Therefore, there is a need for tools that measure these different sub-domains. Because of its structure that includes different skills, computational thinking has a structure different from that of the tools used to measure academic skills. Moreover, no special programming knowledge is required for tools that measure this ability. In order to measure this skill in younger age groups, it is possible to apply the measurement tool without adult support. At this point, it is aimed to reveal the computational thinking skills of Turkish children by adapting a test developed for the 7-9 age groups into Turkish. For this purpose, an adaptation research study was performed for TechCheck-2 developed by Relkin et al. (2020). In the study, a total of 372 primary school students studying in Ankara were contacted. Item and test analyses were performed on the data obtained as a result of the application of the test. The distinctiveness and difficulty values of the items making up the test and Kuder Richardson-20 scores were calculated. At the end of the analyses, it was seen that the test could be used as a valid and reliable measurement tool for Turkish children.

The article sounds the potentials of multilingualism as a resource for geography lessons. In detail, it examines the use of multilingual teaching media and their effect on the comprehension of the content. First, the potentials of multilingualism for geography lessons are theoretically developed. After the development and adaption of the material, field research was conducted with a test group of pupils. Based on this, the results of an empirical classroom study are presented. A pretest elicited their prior knowledge, then a multi-perspective analysis on the learning process using screen recording took place. Finally, the data gained was evaluated quantitatively and qualitatively. The central aims of the study are how pupils use teaching media that are offered in different language. In addition, it will be analysed what effect the use of multilingual teaching materials have on pupils' understanding of content. Nearly all pupils used the material in different languages. The multilingual approach had a positive effect on the learning process. The pupils who had the best learning outcome used more non-German media and consumed the same contents repeatedly, but in several translations. Multimedia and digital learning tools are suited well for a multilingual approach and fosters pupils' independence in the learning process and the self-directed acquisition of knowledge.

One of the difficulties bilingual primary school students in Turkey face in acquiring a second language (Turkish) is reading skills. Bilingual students who cannot read the second language texts fluency for various reasons cannot understand what they read. Reading turns from being a temptation to a challenge for bilingual learners. In such cases, bilingual students begin to feel the need to be motivated to read. The research aims to determine bilingual students' reading motivation levels, discuss it in the context of various variables, and develop solutions to increase reading motivation. Consisting of bilingual students (n=256) and primary school teachers (n=32) teaching bilingual students, this research was carried out with a mixed method. The study group of the research was determined by the criterion sampling method. As a result of the research; Gender and preschool education were effective on bilingual student reading motivation. It has been stated that there is a consensus on increasing the capacity of primary school teachers to increase the reading motivation of bilingual students.

In this research, the questions in the Turkish Course (2,3,4) Worksheets were examined in terms of various classification systems. In this direction, the questions in the worksheets were evaluated with the document-material analysis technique in accordance with the structure of the qualitative research. During the research process, Turkish Course Worksheets consisting of 4 books prepared for primary schools by the General Directorate of Assessment, Evaluation and Examination Services of the Ministry of National Education, Turkey were determined as research material. During the research process, 121 questions in the books were examined, and the Question Analysis List/Chart (QAL) was used as the data collection tool. In line with the data collection tool, the questions were examined in terms of their types, their purpose of formation, and the sources of answer. In addition, the questions addressed during the research process were classified in terms of the levels of Barett's taxonomy and the cognitive process levels of the revised Bloom's taxonomy. According to the results of the research, in terms of question types, it was determined that Open-Ended and Gap-Filling question types were mostly included; Multiple Choice, Matching, True-False etc. types of questions were rarely included. In terms of the purpose of formation, questions such as Identity, Listing and Evaluation were frequently included; Prediction, Definition, Cause/Effect, Comparison etc. types of questions were less included. It has been determined that there were intratextual and extratextual questions in terms of answer source, but intertextual questions were not included. In terms of cognitive process levels of the Revised Bloom's taxonomy, it was concluded that there were questions that employ low-level cognitive processes for the Remembering, Understanding and Applying levels. In terms of Barrett's taxonomy, it was determined that the questions at the Literal Comprehension level were more intense in the Turkish Worksheets.

The aim of this research is to determine the strategies used by the 8th grade Turkish teachers in the teaching-learning process of the Turkish lesson for teaching comprehension (reading). The model of the research is the case study model, which is one of the qualitative research methods. The participants of the research are five Turkish teachers who gave eighth grade Turkish lessons in the 2019-2020 academic year and participated in the study voluntarily. "Observation form" and "Semi-structured interview form" developed by the researcher were used as data collection tools in the research. In the development of measurement tools, literature review was used, expert opinion was taken and the level of agreement between coders was checked. Descriptive statistical techniques (frequency, percentage, mean, etc.) were used in the analysis of the data. As a result, it has been determined that the most used strategy by the teachers participating in the study for teaching comprehension in the Turkish lesson learning-teaching process is the question-answer strategy.

This study aims to determine the relationship between curriculum literacy and teacher performance among Turkish language teachers. With a quantitative research design, a correlational survey model was utilized for this study. The study was conducted with 200 secondary school Turkish language teachers. This study used the Curriculum Literacy Scale and Teacher Performance Evaluation Scale as data collection instruments. The obtained data were transferred to the statistical program Jamovi 2.2.5, where statistical operations were performed. Standard deviation, mean, frequency, and percentage were used during data analysis. The relationships between dependent and independent variables were examined using the independent samples t-Test and one-way analysis of variance (ANOVA). Correlation analysis (Pearson product-moment correlation coefficient) was conducted to determine the relationships between scales and their dimensions. Utilizing linear regression analysis, the predictive role of curriculum literacy in teacher performance was determined. Results demonstrated a positive and highly significant correlation between curriculum literacy and teacher performance; curriculum literacy was a significant predictor of teacher performance. In addition, curriculum literacy did not differ significantly by gender or professional experience. There was also a significant difference in teacher performance in favor of female Turkish language teachers, but there was no significant difference in teacher performance based on their professional experience.