This research was carried out to determine the effect of pronunciation teaching with self-listening and self-evaluation model on the pronunciation skills of foreign students learning Turkish. The quantitative dimension of the research, in which the mixed method was used, consists of the "pretest/post-test random design with control group", and the qualitative dimension consists of the data obtained from the interviews with the experimental group. The research group consists of six foreign students whose mother tongue is Arabic. During the eight-week pronunciation teaching process, the participants in the experimental group recorded their own voices after listening to the model audio recordings in each study and corrected their pronunciation mistakes by listening to their own audio recordings. In addition, the participants in the experimental group evaluated themselves by filling out a self-evaluation form in each study. The participants in the control group, on the other hand, corrected their pronunciation problems according to the feedback given by the researcher after listening to the model audio recordings. The quantitative data of the study were evaluated by the evaluation of the audio recordings obtained from a story read aloud to the participants before and after the pronunciation training, and the self-evaluation forms that the experimental group filled in each study; The qualitative data were obtained through the interview questions directed to the experimental group after the applications. In the research, the audio recordings obtained from the audio readings of the experimental and control groups were analysed using the Praat 6.0.01 program. Quantitative data obtained were analysed with descriptive analysis technique. To determine the relationship between the self-evaluation scores of the experimental group and the post-test scores, the data of the experimental group were recorded in the Excel program and evaluated by calculating separately. The qualitative data obtained from the interviews with the participants in the experimental group were analysed with the descriptive analysis technique. At the end of the research, it was concluded that pronunciation teaching with self-listening and self-evaluation model increased the success in pronunciation skills and the participants expressed positive opinions about this method.