Akademik Veri Yönetim Sistemi
Forum for Linguistic Studies, cilt.7, sa.6, ss.233-251, 2025 (Scopus)
This study aims to explore the teaching process of expository text structures to hearing-impaired university students enrolled in vocational education programs. This action research study involves eight second-year Computer Operator Program students with hearing impairments at a special education institution, along with the researchers. The applications followed the principles and elements of Balanced Literacy Instructional Approach (BLIA). Inductive analysis was employed to analyze the research data, which included lesson videotape recordings, validity committee audio recordings and meeting minutes, lesson plans, the researcher’s diary, student products and documents, and pre- and post-test results. The research revealed that students exhibited limited development in reading comprehension of expository texts in relation to their language levels. Nevertheless, the practices are believed to have positively influenced the students’ understanding of the strategies they should use, their comprehension of text structures, and their ability to think critically while engaging with the texts. The finding that students require additional time and repetition to enhance their abilities aligns with the existing literature. The students’ language skills indicate that they were unable to benefit from effective education during the educational processes they underwent, despite the current legal regulations’ sufficiency. To ensure that students improve their literacy, it is recommended to establish strategies for the effective implementation of teaching and practices at all educational levels, starting from pre-school education.