The effect of activity-based teaching based on the flipped classroom model on the writing skills of students learning Turkish as a foreign language

In this research, the effect of activity-based writing education based on the flipped classroom model on the development of writing skills and writing self-efficacy of students learning Turkish as a foreign language was examined. The research was conducted with a pre-test post-test control group quasi-experimental design, which is one of the quantitative research designs. The study group of the research consists of a total of 30 students, including 15 experimental and 15 control group students, studying at the B2 level at Necmettin Erbakan University KONDİL in the 2022-2023 academic year. Experimental and control groups were determined by impartial assignment. While writing training was provided with activity-based teaching based on flipped learning throughout the B2 course period in the experimental group, lessons were conducted in accordance with the current program in the control group. The quantitative data of the research were collected with the "Written Expression Rubric", "Writing Skill Self-Efficacy Scale" and "Pre-Test-Post-Test Writing Skill Exam" prepared for students learning Turkish as a foreign language. Research data were evaluated in the IBM SPSS Statistics Standard Concurrent User V 26 (IBM Corp., Armonk, New York, USA) statistical package program. Dependent Samples t Test was used to compare the measurements. According to the results of the research, it was determined that activity-based writing education practices based on the flipped classroom model increased the writing success and writing self-efficacy of the experimental group students in a statistically significant way. It was concluded that the sub-dimensions of the "Written Expression Rubric" used in the research, namely page layout, title, plan and operation, language and expression, and spelling and punctuation, were significantly higher in favor of the experimental group students. As a result of the findings of the research, it was concluded that activity-based writing studies based on the flipped classroom model were effective in developing the writing skills and writing self-efficacy of students learning Turkish as a foreign language.