Project-Based Learning and Language Skill Development in Turkish as a Foreign Language: An Assessment of Reading, Writing, and Comprehension

Abstract

This study examines the contribution of Project-Based Learning (PBL) to developing reading and writing skills two of the four core langurayım skills (reading, writing, listening, and comprehension) in teaching Turkish to foreigners. The research was conducted with 60 students at a university in Kazakhstan, where the PBL method was employed. The project began by assigning students tasks within the context of a "Turkish for Kin Communities" course, asking them to answer practical, reallife questions related to the topics. The students, at B1-B2 levels, were invited to engage with topics from units 1 to 8 of their coursebook and respond to related questions. At the start of the project, an initial test was administered to assess the student's proficiency levels, and a final test was conducted to measure progress. The results of both tests were taken into consideration for evaluation. In addition to evaluating the impact of the project on student success, comparisons were made between their reading comprehension levels, and students were also asked to write stories to assess their writing performance. These stories were individually evaluated. Both quantitative and qualitative research methods were used, and peer assessments were conducted to gather student feedback