Abstract
The aim of this study is to examine the effects of extended micro-teaching practices on foreigners' views on motivation, anxiety and process of learning Turkish. In the study, an exploratory sequential design, one of the mixed research designs in which quantitative and qualitative research techniques are used together, was applied. The study population consisted of 37 A2 level students studying at a private university in Istanbul, Turkey. In the study, the Turkish Learning Anxiety Scale of Foreigners to measure the anxiety of learning Turkish as a foreign language, the Motivation Scale for Learning Turkish as a Foreign Language to measure their motivation during learning Turkish, and the semi-structured scale interview form to evaluate students' opinions about the process were used. While simple and predictive statistical techniques were applied in the analyses of the data obtained through scales before and after the experimental process, the descriptive analysis technique was used in the analysis of the data obtained with the interview form. According to the findings of the study, the extended micro-teaching practices increased the motivation of foreigners during learning Turkish and reduced their language learning anxiety to a normal level. Besides, interviews with the students confirmed these results.
Highlights
The communication network between people from different nations has been developing with the rapid advancement of technology as well as the resulting different dimensions of communication and communication channels
While the mother language is acquired naturally in the process, a foreign language is learned on demand, on request, or to meet an obligation. (Butzkamm, 2003; Yılmaz, et al, 2018; Doyumğaç & Tezcan, 2018).The motivation and anxiety of foreigners have a determinant effect on the success of the language learning process
Anxiety is a type of fear condition that accompanies with lack of motivation
Summary
The communication network between people from different nations has been developing with the rapid advancement of technology as well as the resulting different dimensions of communication and communication channels. (Butzkamm, 2003; Yılmaz, et al, 2018; Doyumğaç & Tezcan, 2018).The motivation and anxiety of foreigners have a determinant effect on the success of the language learning process. People may experience a certain amount of anxiety in using a foreign language to communicate. This may result in an increased difficulty of speaking especially in public. Foreign language learning environments are the environments with high levels of anxiety (Akpur, 2005; Bailey, 1983; Batumlu, 2006; Çelebi, 2009; Dalkılıç, 2001; Gülsün, 1997; Horwitz, Horwitz, & Cope, 1986). There is a negative relationship between anxiety level and foreign language learning achievement
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