TY  - JOUR
T1  - The Effect of Teaching Speaking Strategies on Speaking Performance and Speaking Anxiety
TT  - Konuşma Stratejilerinin Öğretiminin Konuşma Başarımına ve Konuşma Kaygısına Etkisi
AU  - Uyar, Seçil Simge
AU  - Hamzadayı, Ergün
PY  - 2023
DA  - October
DO  - 10.31464/jlere.1294341
JF  - Dil Eğitimi ve Araştırmaları Dergisi
JO  - JLERE
PB  - Hakan ÜLPER
WT  - DergiPark
SN  - 2149-5602
SP  - 247
EP  - 297
VL  - 9
IS  - 2
LA  - en
AB  - The aim of this research is to determine the effect of teaching speaking strategies on speaking performance and speaking anxiety. In the research pretest-posttest quasi-experimental design with control group was used. The study group of the research consisted of 38 students, 19 of whom were in the control group and 19 of them in the experimental group, studying in the 8th grade. The data of the research were collected with the speech evaluation form and the speech anxiety scale for secondary school students, data were analyzed with dependent sample t test, independent sample t test and analysis of covariance (ANCOVA). One of the results obtained from the study is that teaching speaking strategies does not differentiate significantly on speaking performance and speaking anxiety compared to traditional instruction. On the other hand, teaching speaking strategies had a positive and significant effect on the speaking performance of the experimental group but did not show any effect on speaking anxiety. Keywords: speaking, speaking strategies, speaking performance, speaking anxiety
KW  - speaking
KW  - speaking strategies
KW  - speaking performance
KW  - speaking anxiety
N2  - Araştırmanın amacı konuşma stratejilerinin öğretiminin konuşma başarımına ve konuşma kaygısına etkisini belirlemektir. Araştırmada kontrol gruplu ön test-son test yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu 8. sınıfta öğrenim gören 19’u kontrol ve 19’u deney grubu öğrencisi olmak üzere toplam 38 öğrenci oluşturmuştur. Araştırmanın verileri konuşma değerlendirme formu ve ortaokul öğrencileri için konuşma kaygısı ölçeği ile toplanmıştır, veriler bağımlı örneklem t testi, bağımsız örneklem t testi ve kovaryans analizi (ANCOVA) ile çözümlenmiştir. Araştırmadan elde edilen sonuçlardan biri konuşma stratejilerinin öğretiminin geleneksel eğitime göre konuşma başarımı ve konuşma kaygısı üstünde anlamlı bir farklılaşma oluşturmadığı yönündedir. Öte yandan konuşma stratejilerinin öğretimi deney grubunun konuşma başarımı üstünde olumlu yönde ve anlamlı bir etki göstermiş fakat konuşma kaygısı üstünde herhangi bir etki göstermemiştir. Anahtar Sözcükler: konuşma, konuşma stratejileri, konuşma başarımı, konuşma kaygısı
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L1  - https://dergipark.org.tr/en/download/article-file/3130680
ER  -