Abstract:

The main objective of this study is to determine the impact of the multi-evaluation approach on the writing skills of foreign students learning Turkish. The universe of study is all those who learn Turkish as a foreign language. The example is that in the 2017-2018 educational year, twenty-seven students of the C1 level, selected as a control and experimental group from the Turkish Teaching Applied and Research Center (TÖMER) of the Gaziantep University, form. As a measurement tool in the research, the composition subjects, personal information forms and the scored scored key were used. In the analysis of the data obtained at the end of the measurement process, the t-test, ANCOVA and KOVARYANS analysis were used as a statistical method. The analysis resulted in statistically significant differences between the two groups for the benefit of the experiment group. When all the study was evaluated in general, the conclusion was that the practices conducted in the framework of the multi-evaluation approach have a meaningful impact on the writing skills of foreign students learning Turkish. Keywords: English teaching to foreigners, writing skills, multi-evaluation approach.