Özet:

This study aimed at specifying and assessing the opinions of Turkish teachers about speaking and writing activities they employ in the classroom. The study group of the research consisted of twenty-one Turkish teachers of different ages and experiences. A semi-structured interview form consisting of eleven open-ended questions was used to gather data within the scope of the research. The thematic content analysis method was utilized in the analysis of the data. As a result of the thematic content analysis, it was specified that Turkish teachers used different activities to improve their speaking and writing skills, and different techniques to ensure their participation in this process. In addition, it was obtained that teachers did not use technology-supported applications and certain activities contributing to speaking development. On the other hand, it could be said that although Turkish teachers were aware of the significance of speaking and writing skills, they did not carry out adequate studies in assessing these skills and did not conduct measurement and evaluation processes, especially for the improvement of speaking skills.

Anahtar Kelimeler: