Development of speaking skills in teaching Turkish as a foreign language with flipped classroom model

The aim of this study is to determine the effects of speaking activities prepared based on the flipped classroom model in teaching Turkish as a foreign language on students' speaking anxiety, willingness to communicate and speaking test achievement. The study was conducted within the framework of action research, one of the qualitative research designs. Within the scope of the study, the activities for developing speaking skills in the text book used in teaching Turkish as a foreign language were analysed and six-week course materials were prepared based on the opinions of field experts and teachers. These materials were applied to 18 students learning Turkish at B1 level in a six-week action cycle. In the process of collecting quantitative data, speaking anxiety scale, willingness to communicate scale and speaking skill achievement test were applied both as pre-test and post-test. Qualitative data were collected through researcher diary, student diaries, student products, course video recordings, interview forms and validity committee reports. The quantitative data were analysed with dependent t-tests using SPSS 2024 software. Qualitative data were analysed by content analysis and descriptive analysis methods and MAXQDA 24 software was used in this process. As a result of the research, it was observed that there was a significant difference between the pre-tests and post-tests; speaking activities carried out with the flipped classroom model reduced students' speaking anxiety, increased their willingness to communicate and improved their speaking skills. In line with these findings, it was concluded that the flipped classroom model is an effective method in developing students' speaking skills.