HAYEF: Journal of Education
Research Articles

Standardized Task Formats to Evaluate Reading Comprehension: A Comparison of Turkish Language Textbooks


Pamukkale Üniversitesi, Eğitim Fakültesi, Türkçe Eğitimi Anabilim Dalı, Denizli, Türkiye


Pamukkale Üniversitesi, Yabancı Diller Yüksekokulu, Denizli, Türkiye

HAYEF: Journal of Education 2020; 17: 176-198
DOI: 10.5152/hayef.2020.20021
Read: 5078 Downloads: 1357 Published: 04 November 2020

Task formats significantly affect the development of reading comprehension and the measurement and evaluation of this process. This study aims to characterize the general approach of Turkish language textbooks for foreigners at A1-A2 level in terms of the frequency and rate of particular tasks, based on a study sample of three books. The data are defined and classified into twenty different categories created within a theoretical framework in accordance with principles of content analysis. These results were then subjected to statistical analysis, specifically frequency percentage and z-test analyses. It was observed that the C-test, cloze elide, editing, project performance and skimming task formats were not included in any of the three textbooks. By contrast, matching and short-answer task formats were mostly used. Z-tests indicated a significant difference between the textbooks in the proportion of dichotomous item, short-answer, and scanning task formats.

Cite this article as: Çetinkaya, G., Yolcusoy, Ö. Okuduğunu Anlamayı Değerlendirmeye Dönük Ölçünleştirilmiş Görev Biçimleri: Yabancılara Türkçe Öğretimi Ders Kitapları Üzerine Karşılaştırmalı Bir İnceleme. HAYEF: Journal of Education, 17(2); 176-198.

EISSN 2602-4829