The relationship between the performance of reading comprehension and textualization of Turkish language learners at level B1-B2

Writing, both in the mother tongue and in foreign language learning, is an area of skill that develops slowly and is challenging in many respects. Reading comprehension, on the other hand, is one of the basic skills for the universal existence of the individual. Within the framework of these two basic skills, this study aims to determine the written text creation and reading comprehension performances of B1-B2 level students who learn Turkish as a foreign language; to determine whether there is a relationship between textualization and reading comprehension and to determine the degree of this relationship, if any. In addition, it was aimed to see whether students' textualization achievement and reading comprehension achievement varied according to their Turkish language level, gender, mother tongue, and other languages, if any. This study, which adopted a correlational research approach, was conducted with 200 students learning Turkish at Sakarya University TÖMER (Turkish and Foreign Languages Application and Research Center). During the data collection process, students were asked to create a written text on a selected topic; they were also asked to answer a reading comprehension test. The measurement tools were a reading comprehension test selected from the literature and an informative text writing achievement rating scale. According to the findings, it has been revealed that B1 and B2 level Turkish (as a foreign language) learners' achievement in written text creation and reading comprehension are related; students' reading comprehension achievement varies according to their Turkish language level and whether they speak another foreign language or not, but not according to their gender and mother tongue; written text creation, on the other hand, varies according to their Turkish language level, gender, mother tongue and speaking a language other than Turkish.