Investigation of the phonological awareness of A1 level students learning Turkish as a foreign language

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dc.authorid0000-0003-4918-0172
dc.authorid0000-0002-4111-4106
dc.authorid0000-0002-8024-8182
dc.contributor.authorGungor, Haluk
dc.contributor.authorKocak, Asli
dc.contributor.authorMaden, Sedat
dc.date.accessioned2026-02-28T12:17:57Z
dc.date.available2026-02-28T12:17:57Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractPhonological awareness is pivotal in language learning, influencing speaking, writing, and listening abilities. Identifying factors that affect reading development is crucial for effective language instruction. This study explores the phonological awareness of A1-level learners of Turkish as a foreign language (TFL), examining how native language backgrounds impact this foundational skill. Ninety-three participants, whose native languages include Arabic, Indonesian, French, Russian, and Kazakh, were assessed using the Phonological Awareness subtest from the Early Literacy Test (EROT). Data analysis employed non-parametric statistical methods, specifically the Mann-Whitney U and Kruskal-Wallis tests. Results revealed no statistically significant relationship between gender and phonological awareness, although female participants exhibited higher average scores than males. Among native language groups, Kazakh speakers achieved the highest phonological awareness scores, whereas Indonesian speakers scored the lowest. These findings indicate that a learner's native language significantly influences their phonological awareness in Turkish. Despite its limited scope, this pilot study underscores the essential role of phonological awareness in developing comprehensive language skills in TFL learners. l.
dc.identifier.doi10.1080/2331186X.2025.2560050
dc.identifier.issn2331-186X
dc.identifier.issue1
dc.identifier.scopus2-s2.0-105017049065
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1080/2331186X.2025.2560050
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6044
dc.identifier.volume12
dc.identifier.wosWOS:001576321200001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor & Francis Ltd
dc.relation.ispartofCogent Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260218
dc.subjectPhonological awareness
dc.subjectreading skills
dc.subjectreading skills in foreign language education
dc.subjectteaching turkish as a foreign language
dc.subjectcomponents of reading
dc.titleInvestigation of the phonological awareness of A1 level students learning Turkish as a foreign language
dc.typeArticle

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