The Effect of Flipped Classroom Model on Turkish as a Foreign Language Learners' Speaking Anxiety and Speaking Skill Achievement

The aim of this study is to determine the effect of speaking lessons conducted with the flipped classroom model in teaching Turkish as a foreign language on students' speaking anxiety and speaking test success. In this direction, activities for developing speaking skills in the textbooks used in teaching Turkish as a foreign language were analysed and speaking lesson materials consisting of six units were prepared by taking advantage of the opinions of instructors and experts. The six units were applied to 18 students at B1 level who learn Turkish as a foreign language in a six-week period. In the qualitative phase, three open-ended interview questions were applied at the end of the implementation process to reveal the students' perceptions of the flipped learning experiences. Speaking Anxiety Scale and Speaking Achievement Test were used in this study. Quantitative data were analysed using SPSS 2024 statistical package software and dependent t-test was used for this purpose. Qualitative analyses were conducted through Maxqda24 software. As a result of the quantitative findings obtained after the speaking lessons through the flipped classroom model, it was observed that there was a significant decrease in students' speaking anxiety and a simultaneous increase in their speaking achievement. As a result of the qualitative data analysis, it was seen that the students had positive opinions about the flipped classroom model. Speaking lessons with the flipped classroom model led the students to have more practice opportunities in the lesson and to be exposed to the target language before the lesson. Thus, it was concluded that there was an improvement in the speaking skills of B1 level students who learn Turkish as a foreign language.