Özet:

This study was aimed at exploring the impact of reverse class teaching in improving the writing accuracy of advanced English-learning Turkish students. To the set goal, 42 men and women at the age range of 18-24 who studied in the English Teaching Department of the University of Tokat Gaziosmanpaşa were selected and assigned to random experiments and control groups after homogeneous distribution. Video and powerpoints related to writing modules were prepared by the researcher with the help of the teacher and subjects were sent to the participants in the experiment group through the Telegram group created by the researcher to be followed before the course arrived. Traditional methods of teaching are used for the control group. For the experimental group, all examiners were asked to write a composition as a pre-test based on the IELTS goals and the academic writing module before the videos were shared with the participants. At the end of the 16th session of the application, all subjects were asked to write another text as the final test. Data analysis has shown that reverse-face teaching in writing teaching to EFL’s advanced students is more effective than traditional classroom teaching and has contributed to improving the writing accuracy of Turkish students who learn English at advanced level.

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