Language needs analysis on teaching Turkish as a foreign language

This study on teaching Turkish as a foreign language aims to identify the Turkish language learning needs of students from diverse national and cultural backgrounds who are studying at Turkish Language Education, Practice and Research Centers (TÖMER) affiliated with universities. A total of 505 students enrolled in TÖMER centers at four different universities located in Istanbul, Sakarya and Düzce were included in the study. A mixed-methods approach was employed for the needs analysis, and data were collected using the Turkish Language Needs Scale and a semi-structured interview form. The data were analyzed in terms of the following dimensions: Purposes of Language Learning in Turkish, Trade, Educational and Career Opportunities, Individual Interests and Needs, and In-Class Communication. In addition, the variation in needs across demographic variables was examined. No statistically significant difference was found with regard to gender; however, students at the A1–A2 level were found to have higher needs compared to those at more advanced levels in terms of both language level and duration of learning. The qualitative data analysis revealed that students' purposes for learning Turkish revolve around themes such as education, career goals, daily life, permanent residence plans, and personal interests. Views on the adequacy of classroom activities were categorized as positive, negative, and conditionally positive; key elements highlighted by students included teacher support, material diversity, and content-level alignment. Evaluations regarding oral activities emphasized benefits such as improving oral communication skills, facilitating comprehension, and providing practice opportunities, while some limitations were noted, including inadequate academic language, content-level mismatches, and anxiety. Furthermore, students expressed a strong preference for technological, audiovisual, and interactive materials in the classroom. In terms of teacher attitudes, students reported high expectations for communicative, motivating, and student-centered approaches. The findings of the study indicate that the current materials and methods used in teaching Turkish may fall short in meeting students' diverse learning needs. Based on the results, it is recommended that language instruction in TÖMER centers adopt more student-centered approaches, diversify instructional materials, strengthen technology integration, and provide pedagogical support to instructors.