Pre-service Turkish and English teachers’ achievement levels, perceptions of self-efficacy and attitudes in relation to summarizing skills

Abstract

This study aims to compare pre-service Turkish and English teachers’ achievement levels, perceptions of self-efficacy and attitudes in relation to summarizing skills. This study adopted a sequential mixed method research design and there were 265 pre-service teachers who were chosen via convenience sampling. The data were obtained via a story summary rubric, the summarizing attitude scale, summarizing self-efficacy perception scale and a semi-structured interview form. While the quantitative data were analyzed by statistical methods, the qualitative data were subjected to summative content analysis. According to the findings, summarizing achievement level of the participants was at a good level. Also, it was found that the participants had a high level of belief in the importance of summarizing, they enjoyed summarizing at a moderate level, and their attitude scores towards summarizing were high. In addition, the participants' summary-based reading, summary writing and self-efficacy perceptions of summarizing were at a high level. On the other hand, it was revealed that there were no significant differences between the scores of the pre-service English and Turkish teachers in terms of summarizing achievement levels, believing in the importance of summarizing, reading for summarizing, writing summary and summarizing self-efficacy. Finally, there was a significant difference in favor of the pre-service Turkish teachers in the dimension of enjoying summarizing and the overall scores of the summarizing attitudes scale.