Özet:

The aim of this study is to examine the master’s and and doctoral theses written on the topics related to learning theories in the fields of listening and reading skills between the years 2010-2022. Qualitative research method was used in the research. In the process of collecting the research data, the "document scanning/examination" model, one of the qualitative research techniques, was used. A total of 75 theses, 57 theses in the field of reading and 18 theses in the field of listening, were included in the scope of the study. The studies examined through the form prepared by the researcher were subjected to content analysis. The findings were examined under the headings of “The distribution of studies on reading and listening skills related to learning theories according to thesis type, The distribution of studies on reading and listening skills related to learning theories by years, The distribution of studies on reading and listening skills related to learning theories according to universities and branches of science, The percentage distribution of studies on reading and listening skills according to the learning theories they are related to, The distribution of studies on reading and listening skills according to research methods, The distribution of measurement tools specified in studies on reading and listening skills.” The data were tabulated, presented and interpreted with frequencies and percentages. According to the results of the research; Of the master's and doctoral theses written on learning theories in the fields of listening and reading skills, 24 were cognitive, 31 were metacognitive, 13 were constructivist, 1 were social learning theory, 2 were social cognitive, 3 were both cognitive and learning theories related to metacognition, 1 of which is related to conditioning theory.