Abstract
This study aims to explore Kazakh students’ perspectives on the Station Rotation Model (SRM), one of the blended learning models used in teaching Turkish as a foreign language. Learning stations, comprising online work, pair work, and group work, were structured to foster an interactive learning environment. The study employed a qualitative research design, with interview data analysed through qualitative coding supported by descriptive quantitative techniques. Semi-structured interviews were conducted with Kazakh students (n = 13) to gather feedback on the implementation of SRM. The findings revealed that most students perceived SRM positively and appreciated the model’s innovative approach and the opportunities it provided for active engagement. However, several challenges were identified, such as including unequal participation in group activities, difficulties in listening comprehension, and technology-related issues. The study emphasizes that effective implementation of SRM in language teaching requires careful planning, adequate teacher training, and appropriate instructional materials.