Abstract:

Writing skills have an important role in the teaching of Turkish as a foreign language in individual, social and academic life. Many elements are required for good writing skills. One of these elements is vocabulary. As vocabulary improves, writing skills also improve. For this reason, it is important to develop the vocabulary of those who learn Turkish as a foreign language and a permanent vocabulary teaching process. When words are used actively and by the context in language teaching, vocabulary teaching is occur. One of the practices that can be used for effective vocabulary teaching is interactive word walls. An interactive word wall is a learning tool that displays newly learned words in the classroom. In this study, the effect of interactive word walls on the development of writing skills of those who learn Turkish as a foreign language was analyzed. As one of the quantitative research methods, the quasi-experimental model with a pretest-posttest control group was used in the study. The research was carried out with a total of 38 B1 students studying at TÖMER affiliated with a state university. In the study, there was no intervention in the vocabulary teaching process of the current textbook with the control group students. A word wall was created with the experimental group of students about the themes in the textbook. Individual or group writing activities were carried out with the words on the word wall. The acquired results reveal that interactive word wall practices have statistically significant effects on the writing skills of those who learn Turkish as a foreign language. It is expected that the study will contribute to the widespread use of word wall activities in the activities to be planned, especially to improve vocabulary acquisition and written expression skills in the process of teaching Turkish as a foreign language.

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