The Effect of Online Station Rotation Model on Listening Comprehension Skills of Students in Teaching Turkish As A Foreign Language

Blended learning, which emerged as a mixture of face-to-face teaching and online learning at the beginning of the 21st century, is now seen as a transition point between face-to-face teaching and distance education. In the study, listening comprehension skill activities designed for the online station of the station rotation model, one of the blended learning models implemented with 15 students at A2 level learning Turkish as a foreign language at Gazi University Center of Turkish Language Education, were evaluated. Six topics related to listening comprehension skills were covered in the online station with the students and activities such as true/false, multiple choice, and fill-in-the-blank were applied within the framework of these topics. The study applied a mixed-method research design in which qualitative data were quantified using ratio analysis. The analysis of data obtained from the online station activities was analyzed with the MAXQDA 20 qualitative research program. As a result of the application, it was determined that most of the students responded better answers in true/false and multiple choice activities compared to the fill-in-the-blank activity and that the students largely grasped the main information of the listening texts, but sometimes they could not fully understand the text. As a result, it was determined that the students needed more practice to improve their listening skills.