Yabancı Dil Olarak Türkçe Öğretiminde Harmanlanmış Öğrenme: İstasyon Rotasyon Modeli

Abstract

The aim of this research is to apply the station rotation model, which is one of the blended learning models, to the learning processes of A2-level students learning Turkish as a foreign language and to reveal whether this model is effective in this process. In this direction, for the application of the station rotation modelin teaching Turkish as a foreign language, two different places were selected which are in Turkey and outside Turkey (Kazakhstan). The first application was carried out with 15 (fifteen) A2-level students learning Turkish as a foreign language at Gazi University Turkish Teaching Center (TÖMER) in the fall semester of the 2019-2020 academic year. The second application was implemented with 13 (thirteen) Kazakh students at A2-level who were learning Turkish as a foreign language at Preparatory Faculty of Hoca Ahmet Yesevi International Kazakh-Turkish University in the same period. Thus, the station rotation model was implemented with a total of 28 students from these two institutions. In order to prepare the course design, the general attitudes, needs and situations of the A2-level students from Gazi TÖMER and Yesevi University Preparatory Faculty were observed. In addition, the themes of the cource were determined by examining the textbooks. After the course design was created in two institutions, the contents of the stations were determined and their drafts were prepared. Otherwise, personnel who teach Turkish in both institutions (Gazi TÖMER and Yesevi University Preparatory Faculty) were interviewed and from each institution one teacher who agreed to participate in the practice was appointed for the task. All of the data obtained after the application was analyzed by qualitative research method. The data obtained from the activities carried out during the implementation was analyzed through the MAXQDA 2020 qualitative research program. After the application, the data regarding this station rotation model obtained from the views of the students and the teachers was analyzed by content analysis method. After the application of the station rotation model at Gazi TÖMER, as fındings of the research, it was determined that the students showed good progress in the individual station, they showed some improvements in the station of working in pair but writing skills needed to be improved in the team working station. In addition, in the interview held with the students, the students noticed that they saw the effect of the station rotation model in Turkish lessons, they saw that they developed their basic language skills and their vocabulary was enriched. In the opinion of the teacher who applied the model, it is stated that the station rotation model has positive feedback and that the curriculum should be applicable to this model in order to use this model in future. As a result of the application of the station rotation model to Yesevi University Preparatory Faculty students, it was revealed that the students made progress in all of the working stations, showed improvement in all skills, and also acquired skills such as group learning, self-study and peer learning. According to the interviews with the students about the model, it was determined that the students were aware of the positive effect of this model. During the study by being able to inteact wıth their friends, they develop their basic language skills and got to know them more closely. Also worked freely using their creativity they could express their thoughts and increase their self-confidence in language learning. It was determined that the opinions of the teacher about the station rotation model were also positive and that he would use the model in the future. In conclusion of the research, suggestions were presented regarding the application of the station rotation model in teaching Turkish as a foreign language. In addition to the suggestions for the creation of the course content, design and drafting for the implementation of the model, the suggestions made by the students and teachers from two institutions to enrich the contents of the stations during the interview were also explained. Finally, the researcher's suggestions regarding the application of the station rotation model in distance education are given.