Gungor, HalukKocak, AsliMaden, Sedat2026-02-282026-02-2820252331-186Xhttps://doi.org/10.1080/2331186X.2025.2560050https://hdl.handle.net/20.500.12403/6044Phonological 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.eninfo:eu-repo/semantics/closedAccessPhonological awarenessreading skillsreading skills in foreign language educationteaching turkish as a foreign languagecomponents of readingArticle12110.1080/2331186X.2025.25600502-s2.0-105017049065Q2WOS:001576321200001Q2