Autonomous Sensory Meridian Response as a Second Learning Area in Teaching Turkish as a Foreign Language (ASMR)

Abstract

The study aims to discuss whether ASMR culture, a growing trend on YouTube, is appropriate for use as a formal computer-assisted language learning application environment in teaching Turkish as a foreign language. The data supply of the study was collected through in-depth IMterview with 13 expert teachers who teach Turkish as a foreign language in Turkey in the context of the principles of the Interpretative Phenomenological Analysis method, and the obtained data were analyzed within the framework of descriptive, structural principles. According to the findings, reasons such as 'actor's identity,' 'methodological deficiencies,' 'carelessness,' 'amateurism,' 'pronunciation mistakes,' 'purposelessness,' and 'risks of specific culture' in the videos trigger indecision. However, there is also a positive consensus. The consensus is that transforming amateur language instruction videos created in the ASMR culture into professional and well-prepared content will create a new CALL application environment that will significantly improve Turkish language teaching processes.