The effect of shadowing technique on listening and speaking skills of learners of Turkish as a foreign language

This study aims to investigate the effect of shadowing technique on listening and speaking skills of Turkish as a foreign language learners (A2-B1). In order to realise the aim of the research and to answer the research questions, it was designed as a convergent mixed method from mixed design models. Authentic listening-watching materials were used in the application of the shadowing technique to improve students' listening and speaking skills. The study was conducted with 21 students who learn Turkish as a foreign language at BAİBÜ TÖMER in the 2022/2023 academic year. The application was carried out for a total of 14 weeks, two lesson hours per week. In the qualitative phase of the study, audio recordings of the students in A2-B1 courses, researcher diaries and semi-structured student interview forms applied at the end of the study were used and content analysis was used to analyse the data. In the quantitative phase of the study, Turkish Listening Self-Efficacy Scale for Foreigners, Turkish Speaking Self-Efficacy Scale for Foreigners and Turkish Learning Attitude Scale were administered to the students before and after the application, and Turkish listening and speaking exams were administered before, during and after the application. The data obtained were analysed by content analysis and evaluated with JAMOVI package programme. As a result of the analyses, it was found that shadowing training was effective in improving students' pronunciation errors, listening and speaking self-efficacy, Turkish learning attitudes, listening and speaking skills. At the end of the application, the students stated that shadowing had a positive effect on their language learning processes, that this activity should be applied in Turkish language preparation, but that they wanted the application to be applied in more activities and more lesson hours. The implementing researcher also observed that students' language skills and affective input behaviours improved, but there were problems related to student anxiety and limited time during the implementation.