This study investigates the effectiveness of the blended learning model (online instruction station rotation
model) that was implemented for Turkish as a foreign language A2 level students. The research took a mixed
method approach, combining qualitative insights by ratio metrics in a quantitative manner. The data were gathered
from a sample (n=16) of students who were listening and reading in the online instruction station rotation model.
This research program was statistical, and it looked at students’ performances. Results showed that students
performed better on true/false and matching tasks than fill-in-the-gap exercises. The research also found that
spelling mistakes in dictation tasks occurred at a more frequent rate and indicated that students tended to code
switch at the time of production, often reverting to their native language. The findings here provide important
evidence of the characteristics of the challenges that learners face in this mode of instructional delivery. The
study found that the students showed significant gains at stations for online instruction, in particular, when they
worked on their own.