Factors Influencing the Academic Achievement of Bilingual Syrian Refugee Students in a Second Language

Abstract

This study, conducted in the context of migration and bilingualism, aims to identify the factors influencing the academic success of Turkish-Arabic bilingual Syrian refugee students in their process of learning Turkish as a second language, specifically focusing on reading and writing skills. The research employs an explanatory sequential design of mixed methods and is structured using a phenomenological approach. It includes 422 students enrolled in 4th and 8th grades. As part of the study, a language profile test, language proficiency assessment test, language attitude scale, and language use test were administered. Additionally, a reading comprehension test and a free writing activity were conducted to evaluate the students’ skills in their second language. The collected data were analyzed using regression analysis and structural equation modeling (SEM). The findings reveal that reading and writing skills are the strongest predictors of students’ academic success. Grade level and gender were identified as the primary variables positively influencing writing skills, while reading comprehension skills were positively affected by variables such as writing scores, grade level, and language proficiency.

Keywords

• migration
• bilingualism
• reading
• writing

İki Dilli Suriyeli Mülteci Öğrencilerin İkinci Dildeki Akademik Başarılarını Etkileyen Faktörler

Öz

Göç ve iki dillilik bağlamında yürütülen bu çalışma, Türkçe-Arapça iki dilli Suriyeli mülteci öğrencilerin Türkçeyi ikinci dil olarak öğrenme süreçlerinde akademik başarılarını (okuma ve yazma becerileri özelinde) etkileyen faktörleri belirlemeyi amaçlamaktadır. Karma yöntemlerin açıklayıcı sıralı deseninin kullanıldığı bu araştırma, olgubilim yaklaşımıyla tasarlanmıştır. Araştırma, 4. ve 8. sınıf düzeyinde öğrenim gören 422 öğrenciyi kapsamaktadır. Çalışma kapsamında dil profili testi, dil yeterliliği değerlendirme testi, dil tutumu ölçeği ve dil kullanımı testi uygulanmıştır. Ek olarak, öğrencilerin ikinci dildeki becerilerini değerlendirmek için okuduğunu anlama testi ve serbest yazma etkinliği gerçekleştirilmiştir. Toplanan veriler regresyon analizi ve yapısal eşitlik modeli (SEM) ile analiz edilmiştir. Elde edilen bulgular, öğrencilerin akademik başarılarını en güçlü şekilde yordayan değişkenlerin okuma ve yazma becerileri olduğunu göstermektedir. Yazma becerilerini olumlu yönde etkileyen başlıca değişkenlerin sınıf düzeyi ve cinsiyet olduğu; okuduğunu anlama becerilerini ise yazma puanı, sınıf düzeyi ve dil yeterliliği gibi değişkenlerin pozitif yönde etkilediği belirlenmiştir.

Anahtar Kelimeler

• göç
• iki dillilik
• okuma
• yazma

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