Speaking is one of the most fundamental and functional components of language learning, as it enables individuals to express their thoughts effectively and engage in social interaction. The development of this skill plays a decisive role not only in academic achievement but also in an individual’s self-confidence and social adaptation. In this context, the present study systematically examined postgraduate theses focusing on speaking skills, identifying common themes, trends, and findings from a comprehensive point of view.

The data set of the study consists of a total of 95 postgraduate theses prepared in the field of Turkish education between 2010 and 2024, including 70 master’s theses and 25 doctoral dissertations. The study, structured within the framework of a qualitative research approach using a meta-synthesis design, aims to evaluate the relevant theses from a holistic point of view. As a result of a search conducted in the Council of Higher Education (YÖK) National Thesis Center database using the keyword “speaking,” a total of 388 studies were identified in departments affiliated with the Institutes of Educational Sciences and Social Sciences between 2010 and 2024. According to the inclusion criteria determined, 95 theses prepared in the field of Turkish education were selected for analysis. 

In the study conducted with the meta-synthesis design, the years in which the postgraduate studies were conducted, the universities, research methods, keywords, data analysis methods, sample groups, sample sizes, and research topics were analyzed. According to the findings, the highest number of postgraduate studies on speaking skills in Turkey was conducted in 2022. The most frequently used keyword in the studies was found to be “speaking skills.” In terms of university distribution, the majority of the studies were carried out at Gazi University. It was observed that the sample groups in most studies largely consisted of middle school students, and that most theses focused on examining the effectiveness of techniques, methods, strategies, materials, models, and activities related to speaking skills. Among the analyzed studies, 40 were conducted with a quantitative design, 31 with a mixed-method design, and 24 with a qualitative design.

Speaking, speaking skills, speaking instruction, meta-synthesis