Yabancı Dil Olarak Türkçe Öğretiminde Yaşanan Kaygıya İlişkin Psikolojik Dinamikler ve Pedagojik Müdahaleler Üzerine Lisansüstü Tezlerin İncelemesi
A Review of Postgraduate Theses on Psychological Dynamics and Pedagogical Interventions Related to Anxiety Experienced in Teaching Turkish as a Foreign Language

Summary/Abstract: This study examines the psychological dynamics of the anxiety experienced by students learning Turkish as a foreign language regarding their basic language skills and the effectiveness of pedagogical and technological interventions aimed at reducing this anxiety. In the adopted study using the document review technique from qualitative research methods, 15 postgraduate theses (11 master's, 4 doctoral) completed between 2015 and 2025, determined through criterion sampling from the YÖK National Thesis Center database, were analysed. The data were collected through the Thesis Coding Form developed by the researchers; descriptive analysis and content analysis techniques were applied together. The reliability of the research was supported by an 87% agreement rate calculated among three independent coders. The findings reveal that students experience the highest levels of anxiety in productive skills that require immediate performance, such as speaking and writing. When evaluated from a psychological perspective, the main sources of this anxiety include fear of negative evaluation, concern about being judged by peers, fear of making mistakes, and tendencies toward perfectionism. A significant and negative relationship has been identified between anxiety and self-efficacy, motivation, and learner autonomy. The findings related to intervention studies show that podcast and e-lecture applications, AI-supported adaptive pronunciation environments, peer assessment, and focused feedback strategies significantly reduce anxiety levels. In conclusion, it has been observed that anxiety in foreign language learning is an affective variable that can be managed with psychologically safe learning environments and structured pedagogical designs.

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