The effects of flipped instruction method's on pre-service Turkish language teaches' writting skills

The present study aims to determine the effect of the flipped classroom method on the writing skills of Turkish language pre-service teachers. It is an experimental research and the randomized pretest-postest control group design of the experimental designs was used in the study. The study group consists of the 3rd grade students who are studying in the department of Turkish language teaching at Akdeniz University during the fall semester of the 2016-2017 academic year. The findings of the study reveal that the flipped classroom method contributed the improvement of the writing skills of Turkish language pre-service teachers. The pre-test achievement mean scores of the students in the experimental group is 62.00 and the post-test mean score is 70.38. The significance value obtained as the result of the analysis in the experiment group is p= .003. This result attests that the 12-week flipped classroom method implemented in the experimental group affected the students' achievement on the writing positively (p= .003 < .05). The test results of the experimental group show that 15 out of 18 students improved their writing achievement score, 2 students decreased and one student didn‟t undergo any change in his/her score. Pre-test achievement mean score of students in the control group is 56.00 and the pos-test score is 63.86. The significance value obtained in the control group is .008 (p=.008 < .05). In addition, there is a positive difference in the results of gender-based measurement in both males (Pre-test: 58.00, post-test: 67.37) and females (Pre-test: 65.20, post-test: 72.80). In conclusion, considering the pre-test and post-test scores of the experimental and control groups, it can be concluded that the flipped classroom method is more effective in improving the writing achievement compared to the traditional method.