The effect of using technology on anxiety in teaching Turkish as a foreign language

The aim of this study was to determine the effect of using technology in teaching Turkish as a foreign language on anxiety. As a research model, experimental model with pretest- posttest control group was used. The research was conducted in Bartın University Language Education and Training Center (BÜDEM) with 26 students learning Turkish as a foreign language in the 2019-2020 academic year. Personal Information Form and Anxiety Scale for Learning Turkish as a Foreign Language were used to collect data in the study. The implementation period of this study was divided into 6 weeks. In the first week, the pre-test anxiety scale was applied with the students and anxiety levels were determined. After the lecture, data collection tools were given to the students and they were asked to answer them. At the end of the sixth weeks, the anxiety scale was administered again. The difference between the first week and the fifth week was evaluated. The subject was lectured with distance education for six weeks and students were encouraged to use mobile applications. The difference between the fifth week and the last week was evaluated. The scores obtained by the students from the Turkish Learning Anxiety Scale as a Foreign Language were transferred to the SPSS program, and the appropriate ones from the parametric or non-parametric tests were used in accordance with whether the data showed normal distribution or not. Results were evaluated at p <0.005 significance level. At the end of the study, it was concluded that the anxiety levels of the students who learn Turkish as a foreign language were moderate, given education did not affect their anxiety levels, the demographic characteristics of the students and their use of information technologies. Keywords: Turkish as a foreign language, Learning anxiety in Turkish as a foreign language, Use of technology in teaching Turkish as a foreign language