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Abstract


A Flipped-Classroom Model in Teaching Turkish as A Foreign Language and Student Opinions Regarding the Lesson

There is a growing requirement for diversity of methods in the field of teaching Turkish to foreigners. This study consists of a theoretical application sample formed for using inverted class model in the area of teaching Turkish to foreigners and a survey based on analysing student opinions to monitor this application’s effects. Within the context of the research, totally ten students from Alaaddin Keykubat and Erciyes Universities were conveyed a video course themed artificial intelligence to be watched at home, in line with the inverted class model. After the students completed their mission regarding the video they watched at home and took notes, they got together with the teacher in a lesson, to perform activities aimed at reinforcement and to ask the points they did not understand to the teacher. A semi-structured interview form prepared beforehand was used within the context of qualitative research approach, in order to confer on the students regarding the lesson taught. The content of the data obtained through the interview forms were analyzed using NVivo 12 qualitative data analysis program and various codes and themes regarding these codes were formed. When the data obtained were interpreted, most of the students were observed to find the lesson taught with this method effective and express that lessons that will be taught in a similar way will contribute to language learning. It was understood that the method was mostly admired with the properties of “providing time advantage, presenting a colorful content, enabling repetition and making teaching in a comfortable environment possible.” The students also complained about the issues of “not being able to ask questions immediately about the topics they did not understand, the necessity to take notes and waiting for the lesson for application.In the light of all these data, it was concluded that evaluating the method as positive or negative as a whole is not right, that it contributes to overcoming the problem of the deficiency of the need for methods in teaching Turkish to foreigners and that its positive aspects should be used in the field in terms of the advantages it provides for language teaching.



Keywords
Teaching Turkish to foreigners, technology, inverted class method



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