Özet:

The aim of the study was to examine the efficacy of the Know-Want-Learn (KWL) strategy on the academic listening skills of Turkish teacher candidates. The study was designed using the embedded (nested) research pattern among the mixed methods. In the quantitative phase of the study, a quasi-experimental design with pretest-posttest control group was used. In the qualitative phase, interviews were conducted with the experimental group using a semi-structured interview form. The participants of the study were characterized by third-year students (n=24) in the Turkish Language Teaching Program at Zonguldak Bülent Ecevit University. The Academic Listening Achievement Test and the KWL Strategy Interview Form were used as data collection tools. SPSS25 program was used in the analysis of quantitative data. Qualitative data were analyzed using content analysis. According to the findings, it was determined that there was a significant difference in the post-test in favor of the experimental group applied with the KWL strategy. As a result of the content analysis, the experimental group expressed positive opinions about KWL strategy in terms of providing mental activity, improving listening skills, learning new information, developing attention, activating prior knowledge and contributing to the classroom environment. Additionally, most of the Turkish language teacher candidates stated their intention to use the KWL strategy in their professional careers.

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