The effect of educational games prepared with Web 2.0 tools on listening skills and attitudes of learning Turkish as a foreign language

The aim of this study is to determine the effect of educational games prepared with Web 2.0 tools on the listening skills of Turkish as a foreign language learners and their attitudes towards learning Turkish. In the study, the Control Group Pre-test Post-test Model, one of the experimental research methods, was used. In the research process, while the lessons in the control group continued as usual, the lessons in the experimental group were carried out using educational games prepared with Web 2.0 tools based on the listening texts in the course book used in the institution. The educational games prepared with Web 2.0 tools were applied to B2 level students at Yozgat Bozok University Turkish Language Teaching Centre for 5 weeks. The application was carried out with a total of 34 students in two groups at B2 level. In the study, "Listening Comprehension Achievement Test" developed by Şengül (2016) and "Attitude Scale towards Foreign Language Turkish" developed by Şengül (2016) were used to measure their attitudes towards Turkish. The statistical analysis of the data was carried out using computer-aided statistical package programme (SPSS). Skewness, Kurtosis, Shapiro-Wilks tests were applied to determine whether the data were normally distributed. When it was concluded that the distribution of the data was normal, it was decided to apply parametric tests. Paired Samples t-test was used to examine the scores of the experimental and control groups, and Unpaired Samples t- test was used in pairwise comparisons to see which group was in favour of the differences in group averages. According to the results obtained, it was determined that the difference was significant in favour of the posttest as a result of the pretest- posttest mean scores of the listening comprehension achievement test of the students in the experimental group of educational games prepared with Web 2.0 tools. However, it was concluded that there was no significant difference in favour of the posttest between the pretest-posttest score comparison of the listening comprehension achievement test of the students in the control group. When the difference between the mean scores of the experimental group and the control group in the listening comprehension achievement test pretest-posttest was examined, it was determined that there was a significant difference in favour of the experimental group. It was determined that the difference was significant in favour of the posttest as a result of the pre-attitude and post-attitude mean scores of the students' attitude towards Turkish in the experimental group of educational games prepared with Web 2.0 tools. No significant difference was found in favour of the posttest as a result of the mean pre- attitude and post-attitude scores of the students in the control group. When the difference between the mean pre-attitude and post-attitude scores of the experimental group and the control group was examined, it was determined that there was a significant difference in favour of the experimental group. At the end of the research, it was concluded that educational games prepared with Web 2.0 tools created a significant difference in listening comprehension achievement and attitude towards Turkish. Keywords: Teaching Turkish as a Foreign Language, Web 2.0 Tools, Listening Skills, Attitude towards Turkish