Abstract:

: The main purpose of this research is to examine the effect of the communicative approach supported by the flipped classroom model on the speaking skills of foreign students learning Turkish. In the research, the pretest-posttest unequalized control group model, which is one of the quasi-experimental models, was used. The study group of the research consists of third year foreign students studying in two different public schools within the scope of PIKTES in a province located in the Central Anatolia region in the spring term of the 2021-2022 academic year. The study group was determined by convenient sampling, which is one of the random sampling methods. Research; The study was conducted with a total of 42 students, 21 students in the experimental group and 21 students in the control group. Throughout the education process, speaking education was given to the students in the experimental group in line with the communicative approach supported by the flipped classroom model. With the students in the control group, teaching was continued with the speaking activities in the current textbook. "Speaking Exam Evaluation Form" was used to evaluate the speaking skills of the students. In the analysis of the research data, mixed design analysis of variance and Bonferroni-Dunn test, one of the multiple comparison tests, were used to evaluate the study groups within and between groups based on measurements taken at two different times. The findings obtained as a result of the research show that the communicative approach supported by the flipped classroom model improves the speaking skills of the students.

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