Abstract:

Communication has two basic dimensions: understanding and telling. Both dimensions have different challenges for language speakers. However, from the point of view of individuals learning a language as a foreign language, it can be said that expressing skills in two dimensions pose a certain difficulty. It is known that speaking skill is an important source of anxiety for students. In this study, the effect of technology-supported interaction with native speakers of individuals learning Turkish as a foreign language on their speaking anxiety was investigated. Questionnaire technique, one of the data collection techniques, was used in this descriptive study in the survey model. In this context, a 10-question questionnaire was prepared with a 5-point Likert scale. With the study, 56 students studying at TÖMER at Sakarya University and 56 Turkish teacher candidates studying Turkish as a foreign language in the Department of Turkish Language Teaching at Sakarya University were brought together with the technology-assisted peer learning model and the effect of this model on the speaking anxiety of foreigners learning Turkish was investigated. The results of the study reveal that technology-assisted peer learning has a positive effect on speaking anxiety in foreigners learning Turkish. As a matter of fact, the majority of the learners stated that there was a relative decrease in some of the speech anxiety they had experienced intensely before.

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