Examining The Effect of Using The A1-A2 Project-Based Learning Method in Teaching Turkish to Foreigners on Success

The study aims to examine the contribution of project-based learning methods to the success of teaching Turkish to foreigners. In a government-run school in Kazakhstan, a test group (25) and a control group (25) were formed with 50 students at the A1-A2 level in Turkish classes in grades 7-8. Nineteen questions were prepared, and the two groups were instructed to discuss and prioritize the environmental problems related to the topic of "our home" in Turkish class. One group used the traditional method of explaining the topic while the other group used the project-based learning method. After identifying the most important environmental problems, such as the cold weather conditions in the north of Kazakhstan, the groups brainstormed possible solutions. Then, the students were asked to form groups and conduct research on the problem of homeless people in cold weather. The project-based learning method was utilized throughout the process, and a Kahoot quiz was given to evaluate the students' learning outcomes. The quiz results were compared between the project-based learning and traditional teaching methods in terms of their contribution to vocabulary learning for Turkish as a foreign language at the A1-A2 level in grades 7-8. The percentages of correct answers were compared using quantitative research methods. Additionally, a satisfaction survey was conducted among the students who participated in the project-based learning. The study findings contribute to the understanding of the effectiveness of project-based learning in teaching Turkish to foreigners in Kazakhstan. Keywords: PBL, project-based learning, learning, teaching Turkish to foreigners, Kazakhstan.