The process of developing reading skills of learners who are learning Turkish as a foreign language through the repeated reading method: A case study

The main purpose of this research is to evaluate the process of developing reading skills of learners who are learning Turkish as a foreign language through the Repeated Reading method. The research has been carried out with the case study method from qualitative research designs. The research has been completed with 6 voluntary participants being 18 or 19 years old, learning Turkish as a foreign language at Level A2, at Çukurova University Turkish Education Research and Application Centre (TÖMER) and being native speakers of Arabic. Participants have been determined with the purposeful sampling from unknown possibility sampling techniques regarding that they are in Level A2 and they are volunteers. In parallel with the main purpose of research, evaluation the process of developing reading skills of learners who are learning Turkish as a foreign language through the Repeated Reading method has been carried out as evaluation of supports that the Repeated Reading method may provide if used in Level A2 reading courses, regarding teaching process of Level A2 reading courses Turkish is taught as a foreign language; evaluation the process of correcting of reading mistakes for Level A2 learners; observation of reading skills of Level A2 learners; and, evaluation the skills of Level A2 learners for reading comprehension. Studies related to Repeated Reading method have been carried out in parallel with Turkish teaching including basic language skills that the participants are being taught at Level A2. Data have been collected via Participant Identification Form, Reading Course Observing Form, and Reading Skills Observing Form; Reading Texts, Texts Used For Evaluation of Reading Skills, Subtext Questions, created by the researcher or taken from different sources and Voice Recorder. Data collection period has been carried out as collecting observing data of Level A2 reading courses, collecting data for identifying the participants, meeting the Repeated Reading method to the participants and pilot study related to application of the method, recording reading voices of the participants, observing participants while reading, answering of participants the questions related to reading comprehension. Data, obtained from observations during Level A2 courses have been analyzed descriptively. Data, obtained from reading records of participants have been analyzed through putting texts, read by each participant, in writing after listening to them one by one. Mistakes have been determined by analyzing written records and have been defined through thinking over the reasons of mistakes. To facilitate the analysis process, each mistake has been numerated. Data, obtained from Reading Skills observations have been analyzed descriptively through organizing according to determined themes. Data of reading comprehension answers of participants have been analyzed regarding valuation criteria in studies related to Repeated Reading method for foreign language and literature teaching about evaluation of reading comprehension. With reference to findings obtained from data analyses, the process for development of reading skills of participants through Repeated Reading method has been evaluated by discussing and commenting on reading voice records, reading skills observations, reading comprehension and support of Repeated Reading method to the teaching process of Level A2 reading lessons Turkish has been taught as a foreign language. Discussions and comments have conducted profoundly regarding qualifications of each participant. At the end of the research, it is seen that using Repeated Reading method for Level A2 reading lessons Turkish has been taught as a foreign language may support the lesson process by means of preparations for texts to be taught, used methods and techniques, used tools-devices, teaching process of the text, learners' roles on teaching process of the text, teachers' roles on teaching process of the text, giving feedbacks for learners' reading skills. Also, at the end of the research, the participants have improved on less or no reading mistakes when evaluated according to texts on Level A1 and A2, when compared to the pre-research. It is seen that all participants have read the text after examining the title or pictures of text, have had less difficulty in exact pronunciation, have read the text fluently and in compliance with punctuation when compared to the pre-research. Additionally, five of participants have read the text with suitable tone of voice at the end of research. Also, four of participants have paid attention to emphasis and intonation. Besides, grades of all participants they obtained from answering reading comprehension questions have increased when compared to the pre-research. Keywords: Foreign language teaching, teaching Turkish as a foreign language, Repeated Reading method, reading skills, reading skills on foreign language teaching