Investigation of Reading Fluency, Writing Fluency, and Vocabulary Levelsof Students Learning Turkish as a Foreign Language and the RelationshipBetween Those Skills

Baştürk Ş., Bilge H.

INTERNATIONAL ONLINE JOURNAL OF EDUCATIONAL SCIENCES, vol.14, no.4, pp.1027-1042, 2022 (Peer-Reviewed Journal)


The aim of this study was to investigate the levels of reading fluency (in three different text types: narrative, informative, hard-to-read rare Turkish words list), writing fluency, and productive vocabulary (two different text types: narrative and informative) of C2-level Turkish learners. The relationships between these skills were also examined as well. In the study, survey and correlational methods were used. The participants were 23 C2-level Turkish as a foreign language learners from

ULUTÖMER of Bursa Uludağ University. The results indicated that participants were affected highly by text types in reading fluency. The speeds changed from 92 to 58 words in one minute and all speed measures from three different types of texts were significantly different from each other. The accuracies changed between 93%-86% and participants read listed words significantly lower than the other two text types. They wrote 147 syllables correctly in one minute with 90% accuracy. Vocabulary coefficients were .63 and .64, which indicates that the first 100 words the participants wrote consisted of approximately 63-64 different words. Vocabulary coefficients were not correlated to writing and reading fluencies. However, writing fluency and reading fluency variables were almost always highly and positively correlated to each other. Hence, the reading fluency and the writing fluency in C2-level Turkish as a foreign language learners seem to require common processes and/or information.