Özet:

The aim of this study is to investigate the impact of the student-generated podcast formation processes on speaking and writing skills learners of Turkish as a foreign language and their self-efficacy in these skills. The study was carried out with a paired sample test for pre-test and post-test experimental and control groups of a quasi-experimental design, which is one of the quantitative research methods. The study group consists of 40 students who learn Turkish as a foreign language at B1 level at Yıldız Technical University Turkish and Turkish and Foreign Languages Application and Research Center (TÖMER) in the 2019-2020 academic year. "Personal Information Form", "Intermediate (B1-Independent) Level Turkish Proficiency Exam for Speaking", "Intermediate (B1-Independent) Level Turkish Proficiency Exam for Conversation", "Intermediate (B1-Independent) Level Turkish Proficiency Exam for Writing”, “B1 Level Independent Speaking Skill Rubric for Learners of Turkish as a Foreign Language”, “B1 Level Conversation Rubric for Learners of Turkish as a Foreign Language” and “B1 Level Writing Skill Rubric for Learners of Turkish as a Foreign Language” were used, developed by the researcher, as data collection tool in the study. In addition, "Speaking Self-Efficacy Scale" and "Writing Self-Efficacy Scale", which were approved by the authorities, were also used as data collection tools in the study. As a result of the study, it was figured out that the speaking and writing success rates and speaking and writing self-efficacy levels of the experimental group student, who participated in the student-generated audio broadcasting processes in teaching Turkish as a foreign language, increased. Due to this significant difference, it is considered that the use of podcasts can be an innovative technological teaching tool for improving speaking and writing skills and speaking and writing self-efficacy in teaching Turkish as a foreign language.

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