An Extracurricular Learning Model: Turkish Speaking Club

This study investigates the impact of a Turkish Speaking Club (TKK) model, where learners of Turkish as a second language meet with Turkish teacher candidates, on the speaking skills and attitudes of the learners, as well as the self-efficacy perceptions of the teacher candidates. Interviews were conducted with both students and instructors after the TKK. Additionally, a professional self-efficacy perception test was administered to the instructors, and a Turkish speaking anxiety test was administered to the students, both before and after the club activities. This research employs a mixed-methods approach, using both qualitative and quantitative data. According to the research findings, students view TKK as a valuable opportunity for practice. They perceive the club as providing an enjoyable and informative environment. They find the use of gamification, drama, and digital tools beneficial. The TKK not only improves the students' Turkish language skills and confidence but also contributes to the professional development of the teacher candidates. It reduces the speaking anxiety of learners of Turkish as a second language. The use of this model in Turkish language teaching can lead to more successful language learning outcomes. TKK positively affects the professional self-efficacy perceptions of the Turkish teacher candidates who serve as instructors. The model enhances their teaching techniques and their ability to communicate with different cultures. Additionally, it provides teacher candidates with valuable work/school experience. Therefore, the implementation of this model is recommended in the fields of second language learning and teacher training.