摘要：The objective of the present study was to determine the impact of authentic taskbasedauthentic material on reading comprehension, writing skills and writingmotivation in the Turkish language course. The study was conducted with mixeddesign methodology. Quantitative data were collected with the quasi-experimentalwith pre-test post-test with control group design in the study. Qualitative data werecollected with a semi-structured interview form. The study was conducted in aprimary school located in Eskişehir urban center during the 2014-2015 academicyear spring semester. The experiment group included 22 students and the controlgroup included 24 students. The data were collected with Reading ComprehensionTest (Bulut, 2013), Writing Motivation Scale (Öztürk, 2013), Writing Skills Scale(Uysal, 2009), and a semi-structured interview form. Analysis of the quantitativedata was conducted with independent samples t-test and qualitative data wereanalyzed with descriptive analysis. Study findings demonstrated that use ofauthentic task-based authentic material in the Turkish language course improvedthe reading comprehension, writing skills and writing motivation of 4th gradeprimary school students. Furthermore, it was found that students who participatedin the study had positive views on the Turkish language course instructed withauthentic task-based authentic material.
