Effects of Dogme Language Teaching on EFL Speaking Skills, Self-Efficacy, Speaking Anxiety of Survivor Students
Abstract
Due to the Maraş-centered twin earthquakes on sixth of February, 2023, in Turkiye, most of the students who are earthquake survivors have experienced its physical and mental effects. After two months, when schools were re-opened, students were not the same. Besides its psychological effects, students came back to schools without their school supplies because of physical and economic losses. In order to motivate these students to speak in an EFL lesson, we encountered Dogme language teaching as a methodology. Dogme ELT is a methodology which supports face to face interaction between a teacher and his/her learners rather than using readymade or prepared materials and etc. The purpose of this research is to investigate the effects of Dogme language teaching on EFL speaking skills, self-efficacy and speaking anxiety of survivor students. This research is designed in mixed-method research model and explanatory sequential design. For quantitative data, quasi-experimental design was utilized whereas for qualitative data descriptive analysis was utilized. Experimental study and focus group interview were conducted. Data collection tools were TOEFL Primary Speaking Test, English Self-Efficacy Scale, English Speaking Anxiety Scale and semi-structured interview form. Participants were 20 sixth graders from a secondary school in an earthquake affected province. Results showed that Dogme ELT developed students’ EFL speaking skills and self-efficacy, also reduced their speaking anxiety. That means, Dogme ELT can be used to increase the speaking skills of students learning English as a foreign language, to increase their self-efficacy and to reduce their speaking anxiety.
Keywords
Dogme, ELT, speaking, self-efficacy, anxiety, earthquake survivors
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