The aim of this study is to determine the opinions of instructors teaching Turkish as a foreign / second language about the activity-based approach. The study group of the research consists of 10 instructors. The study method was carried out in the phenomenology design, one of the qualitative research designs. The data were obtained through a semi-structured interview form. Content analysis technique was used to analyze the data. According to the results of the study, the instructors stated that the activity-based approach increased students’ participation, improved their communication skills and ensured the retention of information. They also stated that this method encourages students’ active participation in the learning process instead of traditional educational patterns. The study emphasizes the importance of activity-based and learner-centered strategies in language education and recommends increasing the number of learner-centered tasks.
Teaching Turkish as a foreign language, activity-based approach, CEFR, instructors, teaching approaches.