Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
2EGK006Turkish Language 22+0+02306.11.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Primary Education Teaching
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course The purpose of this course is to enable prospective primary school teachers to use Turkish accurately, effectively, clearly, and ethically in academic and professional contexts; to access reliable information sources, critically evaluate, and synthesize them; to produce academic and professional texts; to present their ideas in a reasoned manner both in writing and orally; and to act in accordance with the principles of academic integrity in digital and generative AI-supported environments.
Course Content Turkish Language II is a practical course designed to enhance the written expression and text creation skills acquired in Turkish Language I within academic, professional, and oral communication contexts.

The course focuses on the features of academic language and writing, the structure of scientific texts, source utilization and intertextuality, summarizing and paraphrasing, academic ethics, critical reading, oral presentation, and the effective use of Turkish in the teaching profession. The ethical, critical, and responsible use of digital information sources and generative AI tools in academic work is also addressed within the scope of this course.
Course Methods and Techniques The course is conducted through short lectures, question-and-answer sessions, sample text analysis, critical reading, individual and collaborative writing, peer review, rewriting, source-searching exercises, case/ethical dilemma discussions, and short oral presentations. Throughout the semester, students are expected to develop an academic or professional text by progressing through the stages of drafting, utilizing sources, receiving feedback, and revising.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Sakine HAKKOYMAZ sakine.hakkoymaz@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources • Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055 • van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
Course Notes • Türk Dil Kurumu. Güncel Türkçe Sözlük ve Yazım Kılavuzu.
• Becker, H. S. (2013). Sosyal bilimcilerin yazma çilesi: Yazımın sosyal organizasyonu kuramı (Çev. Ş. Geniş). Heretik.
• Anadolu Üniversitesi. (2026). Türk Dili II ders içeriği: Akademik dil ve yazı, akademik metin türleri, kaynak gösterme ve etik.
• Doğan, F. N. (2026). Türkçe öğretmeni adaylarının akademik dil becerileri: Sorunlar ve çözüm önerileri. Buca Eğitim Fakültesi Dergisi, 67.
• Kim, J., Yu, S., Detrick, R., & Li, N. (2025). Exploring students’ perspectives on Generative AI-assisted academic writing. Education and Information Technologies, 30, 1265–1300. https://doi.org/10.1007/s10639-024-12878-7
• Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055
• van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
Documents Ders izlencesi, Türkçe yazılı ve sözlü anlatım becerilerine ilişkin kaynak kitaplar, bilimsel makaleler, Türk Dil Kurumu kaynakları, farklı metin türlerinden örnekler, akademik yazım kuralları ve ders sunumları.
Assignments Yazılı ve sözlü anlatım becerilerinin geliştirilmesine yönelik kompozisyon yazma, metin oluşturma ve inceleme, farklı metin türlerinde yazma uygulamaları, hazırlıklı konuşma, sunum hazırlama ve anlatım becerilerini değerlendirme çalışmaları.
Exams Ara sınav ve yarıyıl sonu sınavı kapsamında yazılı ve sözlü anlatım türleri, metin oluşturma ilkeleri, anlatım biçimleri, düşünceyi geliştirme yolları, yazım ve noktalama kuralları ile etkili iletişim becerilerine ilişkin çoktan seçmeli, kısa cevaplı ve açık uçlu sorular.

Course Category
Social Sciences %50
Field %50

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 15 2 30
Hours for off-the-c.r.stud 15 2 30
Assignments 4 2 8
Presentation 1 8 8
Mid-terms 1 1 1
Practice 1 12 12
Final examination 1 1 1
Total Work Load   Number of ECTS Credits 3 90

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 CLO 1. Explains the fundamental features of academic language and writing; distinguishes between academic, everyday, and professional language usage.
2 CLO 2. Accesses reliable printed and digital information sources; critically evaluates the accuracy, currency, validity, and reliability of sources using established criteria.
3 CLO 3. Summarizes, paraphrases, compares, and synthesizes information obtained from various sources within an original text.
4 Creates texts such as articles, reports, scientific abstracts, and professional correspondence in accordance with their purpose, target audience, structure, and language characteristics.
5 Formulates claims and justifications in academic texts; writes coherent paragraphs and texts using methods of explanation, argumentation, and evidence.
6 CLO 6. Applies the principles of citation, quotation, and referencing; identifies academic ethics issues such as plagiarism, falsification, fabrication, and inappropriate use of artificial intelligence.
7 CLO 7. Reviews authored texts in terms of content, structure, cohesion, coherence, language, spelling, and punctuation; refines them using peer and instructor feedback.
8 CLO 8. Delivers prepared speeches/presentations on academic and professional topics; uses Turkish accurately, effectively, and appropriately for the target audience. CLO 9. Utilizes digital research and generative AI tools critically, transparently
9 CLO 9. Utilizes digital research and generative AI tools critically, transparently, and ethically in processes of information verification, idea generation, and receiving feedback.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction to the Course and Transition from Turkish Language I to Turkish Language II Course objectives and learning outcomes; characteristics of academic language and writing; comparison of everyday, professional, and academic language usage. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
2 Academic Expression: Concepts, Terms, Objectivity, and Style Use of definitions, concepts, and technical terms; objective vs. subjective expression; clear, lucid, coherent, and measured academic style. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
3 Topic: Structure and Types of Academic Texts Content: Purpose, structural, and linguistic characteristics of articles, reports, scientific abstracts, and professional texts; text analysis. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
4 Topic: Accessing Information and Evaluating Sources Content: Libraries, databases, and Google Scholar; generating keywords; criteria for currency, authority, accuracy, and reliability. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
5 Topic: Utilizing Sources: Summarizing, Paraphrasing, and Synthesis Content: Summarizing, paraphrasing, direct quotation; exercises on comparing and synthesizing multiple sources. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
6 Topic: Argumentation, Justification, and Evidence-Based Writing Content: Formulating claims and propositions; explanation and discussion; methods of idea development; integrating evidence into the text. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
7 Topic: Citation, References, and Academic Ethics Content: In-text citations, direct/indirect quotations, reference lists; plagiarism and other ethical violations; case studies. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
8 Topic: MIDTERM EXAM Content: Assessment covering topics from Weeks 1–7. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
9 Topic: Academic Text Writing I: Title, Introduction, and Paragraphs Content: Title creation; problem/purpose statement; introductory paragraphs; main ideas, supporting ideas, and paragraph unity. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
10 Topic: Academic Text Writing II: Body, Discussion, and Conclusion Content: Transitions between paragraphs; integrating sources into text; justification; writing conclusions. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
11 Topic: Scientific Abstracts, Keywords, and Reporting Content: Functions and components of abstracts; selecting keywords; basic steps of report writing; short exercises. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
12 Topic: Digital Writing and Generative AI Literacy Content: Capabilities and limitations of AI-assisted writing tools; verification, hallucinations, bias, source checking; transparent and ethical usage. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
13 Topic: Critical Reading, Peer Review, and Rewriting Content: Evaluating texts regarding content, structure, evidence, coherence, and language; giving/receiving feedback; revision. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
14 Topic: Oral Academic and Professional Communication Content: Prepared speeches and presentations; voice, stress, intonation, body language; clear and inclusive language use in primary school teaching. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342
15 Topic: Oral Academic and Professional Communication Content: Prepared speeches and presentations; voice, stress, intonation, body language; clear and inclusive language use in primary school teaching. Reading the relevant sources Sun, Q. (2024). Exploring human-generative AI interaction in L2 learners’ source use practices: Issues, trials, and critical reflections. Journal of Academic Writing, 14(1), 24–42. https://doi.org/10.18552/joaw.v14i1.1055; van Niekerk, J., Delport, P. M. J., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, 100342. https://doi.org/10.1016/j.caeai.2024.100342

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20 P21 P22 P23 P24
C1 1 1 2 2 2 2 3 2 1 1 1 1 2 3 2 1 2 1 2 1 5 2 1 2
C2 1 1 5 3 5 3 5 4 1 3 1 1 2 2 3 1 4 1 1 1 3 2 1 4
C3 1 1 5 3 4 3 5 4 1 2 1 1 2 3 4 1 3 1 1 1 5 2 1 4
C4 1 1 4 3 3 2 4 3 1 2 1 1 2 4 4 1 3 1 4 1 5 2 1 3
C5 1 1 4 3 4 3 4 4 1 1 1 1 2 3 4 1 3 1 2 1 5 2 1 4
C6 1 1 4 3 5 3 4 4 1 2 1 1 2 3 3 1 4 1 2 1 4 2 1 5
C7 1 1 3 2 4 2 3 3 1 1 1 1 2 3 5 1 4 1 2 1 5 2 1 3
C8 1 1 3 2 2 2 4 3 1 3 2 2 3 5 4 1 3 2 4 2 5 2 1 3
C9 1 1 5 3 5 3 5 4 1 4 2 1 3 3 4 1 5 2 2 1 4 2 1 5

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant