The Effect of Interactive Read-Aloud Instruction on Fluent Reading and Reading Comprehension Skills Among International Students Learning Turkish

Abstract

Interactive Reading Aloud is a method that combines guided discussions and reflective thinking to actively engage learners in strategic listening, speaking, reading, and writing tasks related to a text. This study investigates how Interactive Reading Aloud affects reading comprehension and fluency among international students learning Turkish as a foreign language. Conducted during the 2024–2025 academic year with 43 B2-level students at a state university, the study assigned the experimental group to six weeks of reading instruction using Interactive Reading Aloud for five hours daily, while the control group followed the standard Turkish curriculum. An embedded mixed-methods design was used to collect both quantitative and qualitative data, including the Reading Comprehension Achievement Test, Reading Prosody Rubric, semi-structured Interview Form, and Reflective Journals. Quantitative analyses included the Shapiro–Wilk test, t-test, Mann–Whitney U test, and ANCOVA, while qualitative data were analyzed through content analysis. Results showed that Interactive Reading Aloud notably enhanced learners’ reading comprehension and fluency compared to traditional methods. Qualitative feedback indicated that students viewed the approach as beneficial for their understanding, pronunciation, prosody, vocabulary growth, and overall confidence in reading Turkish. These findings suggest that Interactive Reading Aloud is an effective strategy for improving the reading skills of international Turkish learners. Future research should explore its effectiveness across different proficiency levels and varied educational settings.

Keywords

• Interactive reading aloud
• mixed methods
• reading comprehension
• reading fluency
• teaching Turkish as a foreign language

Supporting Institution

This study has not received support from any institution.

Ethical Statement

Aksaray University Rectorate Human Research Ethics Committee, Date: 27.10.2023, Number: E-34183927-000-00000881268

Thanks

We thank the international students who participated in the research.

Etkileşimli Sesli Okuma Öğretiminin Türkçe Öğrenen Uluslararası Öğrencilerin Akıcı Okuma ve Okuduğunu Anlama Becerileri Üzerine Etkisi

Abstract

Etkileşimli sesli okuma, öğrencileri metin hakkında stratejik dinleme, konuşma, okuma ve yazma etkinliklerine dâhil etmeyi amaçlayan, rehberli tartışmalar ve yansıtıcı düşünmeyi içeren etkili bir okuma öğretim stratejisidir. Bu araştırmanın amacı, Etkileşimli Sesli Okuma uygulamalarının, yabancı dil olarak Türkçe öğrenen uluslararası öğrencilerin okuduğunu anlama düzeyleri ile akıcı okuma becerileri üzerindeki etkisini incelemektir. Araştırma, 2024–2025 eğitim-öğretim yılında bir devlet üniversitesinde B2 düzeyinde Türkçe öğrenimine devam eden toplam 43 uluslararası öğrenciyle yürütülmüştür. Deney grubundaki öğrencilere altı hafta boyunca günde beş saat, Etkileşimli Sesli Okuma yöntemiyle okuma eğitimi verilmiş, kontrol grubundaki öğrenciler ise mevcut öğretim programına göre eğitimlerine devam etmiştir. Araştırmada karma araştırma yöntemlerinden gömülü desen kullanılmıştır. Veriler, Okuduğunu Anlama Başarı Testi, Okuma Prozodisi Rubriği, Görüşme Formu ve Yansıtıcı Günlük aracılığıyla toplanmıştır. Nicel verilerin analizinde Shapiro–Wilk testi, ilişkisiz (bağımsız) örneklemler t-testi, Mann–Whitney U testi ve Kovaryans Analizi (ANCOVA); nitel verilerin analizinde ise içerik analizi yöntemi kullanılmıştır. Araştırma bulguları, Etkileşimli Sesli Okuma uygulamalarının öğrencilerin okuduğunu anlama ve akıcı okuma becerilerini anlamlı düzeyde geliştirdiğini göstermektedir. Ayrıca, nitel bulgular, öğrencilerin bu uygulamanın okuduğunu anlama, doğru telaffuz, prozodik okuma, kelime dağarcığının gelişimi ve Türkçe okuma konusunda özgüven kazanmalarına katkı sağladığını ortaya koymuştur. Sonuç olarak, Etkileşimli Sesli Okuma yönteminin, yabancı dil olarak Türkçe öğrenen uluslararası öğrencilerin okuma becerilerini geliştirmede etkili bir öğretim yaklaşımı olduğu belirlenmiştir. Bu doğrultuda, yöntemin farklı dil yeterlik düzeylerinde ve farklı öğrenme ortamlarında etkililiğini inceleyen yeni araştırmaların yapılması önerilmektedir.

Keywords

• Türkçenin yabancı dil olarak öğretimi
• Akıcı okuma
• etkileşimli sesli okuma
• karma yöntem
• okuduğunu anlama

Supporting Institution

Bu çalışma için herhangi bir kurumdan destek alınmamıştır.

Ethical Statement

Aksaray Üniversitesi Rektörlüğü İnsan Araştırmaları Etik Kurulu, Tarih: 27.10.2023, Numara: E-34183927-000-00000881268

Thanks

Araştırmaya katılan uluslararası öğrencilere teşekkür ederiz.

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