Abstract:

The aim of this study is to determine the impact of co-evaluation on the development of speech skills of students learning Turkish as a foreign language. The research was carried out in a semi-experimental model using a pre-test-final test group pattern. The study group of the study is made up of 25 students at the Ankara University Turkish and Foreign Language Application and Research Center (TÖMER) in the 2017-2018 educational-learning year seeing Turkish learning at C1 level. Six of these students, which were determined by an unselective method, performed preparatory speech events, while the remaining 19 students filled up the counterparts evaluation forms. The study used the "Common Evaluation Form for Speech Skills" created by Clean (2009) for the purpose of gathering data. This form consists of three main titles, "content, language and narration, presentation", a total of thirty-two articles, and is classified in the form of a triple likert. In the analysis of the data obtained in the study, the inter-class correlation was calculated first to observe the compatibility between the evaluators. The continuous normality check of data was done with the Shapiro Wilk test and the Combined T Test was used for the comparison of the pre-test-final test. At the end of the study, the conclusion was that the evaluation of the associate in the teaching of Turkish as a foreign language, the ability to speak affects the dimensions of "language and narration, content, presentation" in a positive direction.

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