Yabancı Dil Olarak Türkçe Öğretiminde Podcast (Sesli Yayın) Kullanımının Dinleme Kaygısına ve Dinleme Öz Yeterlik Algısına Etkisi
The Effect of Podcast Use on Listening Anxiety and Perception of Listening Self-Efficacy in Teaching Turkish as a Foreign Language

Summary/Abstract: With the development of technology, materials also change shape. In this context, all advantages obtained from technology should be utilised at the highest level and integrated into the education process. One of the current technology-supported materials that can be used in the development of listening skills is the podcast application. Podcast or audio broadcasting is the publication of mostly digital media products (radio programmes, videos, etc.) over the internet in a way that can be downloaded to computers and portable devices. This study aims to determine the effects of podcast application in the form of audio broadcasting on listening anxiety and listening self-efficacy perception of B1 level students learning Turkish as a foreign language. In line with this purpose, the problem statement of the study is ‘What is the effect of podcast use on listening anxiety and listening self-efficacy perception of B1 level students learning Turkish as a foreign language?’. In this study, the effect of podcast use on listening anxiety and listening self-efficacy perception of Turkish as a foreign language learners was examined. For this purpose, since random assignment was not used in determining the experimental-control groups and assigning them to the groups, a quasi-experimental design with pretest-posttest unbalanced control group was preferred as the research model (Karasar, 2011). The participants of the study consisted of 43 foreign students studying at Istanbul Medipol University Turkish Preparatory School in the 2022-2023 academic year. Among the students learning Turkish as a foreign language, 23 of them were randomly assigned to the experimental group and 20 of them were randomly assigned to the control group. The ‘Listening Anxiety Scale in a Foreign Language’ developed by Kim (2002) and adapted into Turkish by Halat (2015) and the ‘Turkish Listening Skill Self-Efficacy Scale for Foreign Students’ developed by Tulumcu (2014) were used as the data collection tools of this study. According to the results of the analyses, parametric tests were used since the listening anxiety scale measurements showed normal distribution in both groups (Can, 2014). In other words, independent samples t test was used to compare the pre-tests, post-tests and difference scores (post-test-pre-test) between the groups, and dependent samples t test was used to analyze the development of the groups within themselves. As a result of this study, it was determined that the use of audio broadcasts had a positive effect on the listening anxiety of Turkish as a foreign language learners. The findings obtained from the first factor ‘pronunciation, stress and intonation, speaking rate and body language’ of the listening anxiety scale, which has a 3-factor structure, show that the listening anxiety of the participants in the experimental group where audio broadcasts were used decreased more than the participants in the control group. This result coincides with the result of Berk's (2019) study in which he concluded that e-lectures reduce students' listening anxiety in teaching Turkish as a foreign language. Another subobjective of the study is to determine the effect of audio broadcasting on the listening skill self- efficacy perception of individuals learning Turkish as a foreign language. In this direction, the Turkish Listening Skill Self-Efficacy Scale for Foreign Students (Tulumcu, 2015), which was used as a data collection tool in the study, has a 3-factor structure: basic level, comprehension-synthesis, highlevel evaluation. According to the findings obtained from the first factor of the scale named ‘basic level’, the post-test scores of the experimental group students increased more than those of the control group. However, it was concluded that this increase was not statistically significant. Therefore, it was seen that the use of audio broadcasting did not provide success in the ‘basic level’ dimension of foreign students' listening skill self-efficacy perceptions. As a result of the study, it was determined that audio broadcasts used in teaching Turkish as a foreign language reduce listening anxiety. In this context, educators can widely use technologysupported audio broadcasting material in and out of the lesson, except for listening texts in textbooks as course materials. In this study, the effect of podcasts (audio broadcast) on listening anxiety and listening selfefficacy perception in teaching Turkish as a foreign language was examined. In other studies, the effects of podcasts on anxiety, comprehension and selfefficacy perceptions towards reading, writing and speaking skills can be examined.

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