The effect of speaking club activity on ELT students' foreign language speaking anxiety
Küçük Resim Yok
Tarih
2025
Yazarlar
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Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Hem psikolojik hem de sosyolojik bir fenomen olan kaygı, kişide meydana getirdiği bazı fiziksel tepkimeler ve psikolojik etkilerle öğrenme sürecini olumlu ya da olumsuz olarak etkileyebilmektedir. Dil öğrenmede temel iletişim yöntemlerinden biri olarak önemli bir rol oynayan konuşma yeteneği, kişinin yaşadığı yabancı dilde konuşma kaygısı nedeniyle arzu edilen seviyeye ulaşamamaktadır. Karma yöntemle yapılan bu çalışmanın amacı, ana dili Türkçe olan ve İngilizceyi yabancı dil olarak öğrenen İngilizce öğretmenliği bölümü öğrencilerinin yaşadığı İngilizce konuşma kaygısının seviyesini ve İngilizce Konuşma Kulübü'nün öğrencilerin 'İngilizce Konuşma Kaygısı' üzerindeki etkilerini incelemektir. Araştırmanın evrenini Türkiye genelinde İngilizce öğretmenliği bölümünde okuyan üniversite öğrencileri oluşturmaktadır. Araştırmanın örneklemi evrendeki öğrenci grubundan kolayda örnekleme yöntemi ile belirlenen, bir devlet üniversitesinde İngilizce 1.sınıfta okuyan 61 öğrencidir. Veri toplama aracı olarak Yaikhong ve Usaha (2012) tarafından geliştirilen Sınıfta Topluluk Önünde Konuşma Ölçeği (PSCAS), demografik form, ön test ve son test, yarı yapılandırılmış mülakat ve öğrenci deneyim formları kullanılmıştır. Araştırmada nicel verilerin analizi IBM SPSS İstatistik 26 kullanılarak, nitel verilerin analizi ise sürekli karşılaştırma yöntemi kullanılarak yapılmıştır. Bulgular; deney grubunun hem müdahale öncesi hem de müdahale sonrası yabancı dil konuşma kaygısı (YDKK) seviyesinin daha düşük olduğunu, YDKK ile yaş, mezun olunan okul arasında anlamlı bir ilişkiye rastlanmazken, cinsiyet arasındaki ilişkinin anlamlı olduğunu göstermiştir. Ayrıca müdahale sonrası kontrol grubunun YDKK seviyesinde bir değişim gözlenmezken, deney grubunda azalma yönünde bir eğilim tespit edilmiştir. Son olarak uygulamanın, öğrencilerin konuşma yeteneği ve konuşma kaygısı kapsamında etkilerine dair çıkarımlara ve benzer konularda çalışacak gelecek araştırmalara tavsiyelere yer verilmiştir.
Anxiety, which is both a psychological and sociological phenomenon, can affect the learning process positively or negatively with some physical reactions and psychological effects it creates in the individual. Speaking skill, which plays an important role as one of the basic communication methods in language learning, cannot reach the desired level due to speaking anxiety in a foreign language. The purpose of this mixed-method study is to examine the level of English speaking anxiety experienced by native Turkish EFL learners and the effects of English Speaking Club on students' 'English Speaking Anxiety'. The universe of the study consists of university students studying in the department of English language teaching throughout Türkiye. The sample of the study consists of 61 first-year English students at a state university selected by convenience sampling method from the student group in the universe. The Public Speaking in Classroom Scale (PSCAS) developed by Yaikhong and Usaha (2012), demographic form, pre-test and post-test, semi-structured interview and student experience forms were used as data collection tools. Quantitative data were analyzed using IBM SPSS Statistics 26 and qualitative data were analyzed using constant comparison method. The findings showed that the experimental group had lower levels of foreign language speaking anxiety (FLSA) both before and after the intervention, and that there was no significant relationship between FLSA and age and school of graduation, while the relationship between gender was significant. In addition, while no change was observed in the FLSA level of the control group after the intervention, a tendency was found in the direction of decrease in the experimental group. Finally, conclusions about the effects of the intervention on students' speaking ability and speaking anxiety and recommendations for further research on similar topics were given.
Anxiety, which is both a psychological and sociological phenomenon, can affect the learning process positively or negatively with some physical reactions and psychological effects it creates in the individual. Speaking skill, which plays an important role as one of the basic communication methods in language learning, cannot reach the desired level due to speaking anxiety in a foreign language. The purpose of this mixed-method study is to examine the level of English speaking anxiety experienced by native Turkish EFL learners and the effects of English Speaking Club on students' 'English Speaking Anxiety'. The universe of the study consists of university students studying in the department of English language teaching throughout Türkiye. The sample of the study consists of 61 first-year English students at a state university selected by convenience sampling method from the student group in the universe. The Public Speaking in Classroom Scale (PSCAS) developed by Yaikhong and Usaha (2012), demographic form, pre-test and post-test, semi-structured interview and student experience forms were used as data collection tools. Quantitative data were analyzed using IBM SPSS Statistics 26 and qualitative data were analyzed using constant comparison method. The findings showed that the experimental group had lower levels of foreign language speaking anxiety (FLSA) both before and after the intervention, and that there was no significant relationship between FLSA and age and school of graduation, while the relationship between gender was significant. In addition, while no change was observed in the FLSA level of the control group after the intervention, a tendency was found in the direction of decrease in the experimental group. Finally, conclusions about the effects of the intervention on students' speaking ability and speaking anxiety and recommendations for further research on similar topics were given.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
