The Effect of Student-Centered Teaching Practices on the Development of Speaking Skills: A Meta-Analysis Study

Yıl 2023, , 59 - 105, 29.04.2023

Özlem Batmaz

https://doi.org/10.31464/jlere.1212545

Öz

The aim of this research is to investigate the effect of student-centered teaching practices on the development of speaking skills. In this direction, 24 experimental studies, which met the inclusion criteria and were conducted between 2005 and 2022, were examined in terms of various variables by meta-analysis method. The total sample size of the studies included in the meta-analysis consisted of 1192 students, 600 students in the experimental group and 592 students in the control group. Comprehensive Meta Analysis v2.0 (CMA) statistical program was used to determine the effect sizes, publication biases, heterogeneity levels and moderator variable analyzes of the studies. Yök National Thesis Center, Ulakbim Social Sciences Database, Google Scholar and ResearchGate databases were used to collect the data. As a result of the analysis, it was seen that the studies included in the meta-analysis were heterogeneous. In the analysis of the data, the Random Effects Model was used depending on the heterogeneity rate, and the effect sizes were calculated with Hedge's g. According to the results of the analysis, it was seen that the effect of student-centered teaching practices on the development of speaking skills had a strong effect (Hedge's g = 1.375). On the other hand, the moderator variables of the study (level of education, year of publication, type of publication, sample size, duration of the experiment, type of speech, teaching practices) were also examined, and it was determined that the variables, except for the sample size, did not differ statistically significantly.

Keywords: student-centered teaching practices, speaking skill, meta-analysis

Anahtar Kelimeler

Student-centered teaching practices, speaking skill, meta-analysis

Kaynakça

• Alkan, C., Deryakulu, D., ve Şimşek, N. (1995). Eğitim Teknolojisine Giriş. Önder Matbaacılık.
• Alsowat, H. H. (2020). Evidence-based practices of english language teaching: a meta-analysis of meta-analyses. English Language Teaching, 13(11). doi: 10.5539/elt.v13n11p75, 75-93.
• Arthur, W. Jr., Bennett, W. Jr. ve Huffcutt, A. I. (2001). Conducting meta-analysis using SAS. Mahwah, NJ: Erlbaum.
• Aslan, M. A. (2018). Diksiyon etkinliklerinin ortaokul 7. sınıf öğrencilerinin konuşma becerilerine etkisi (Yayımlanmamış yüksek lisans tezi). Dumlupınar Üniversitesi, Kütahya.
• Aydoğan, Y. (2019). Ortaokul öğrencilerinin konuşma becerilerinin geliştirilmesinde ve konuşma kaygılarında kavram haritalarının etkisi (Yayımlanmamış yüksek lisans tezi). Dumlupınar Üniversitesi, Kütahya.
• Batdı, V. & Batdı, H. (2015). Effect of creative drama on academic achievement: A meta-analytic and thematic analysis. Educational Sciences: Theory & Practice, 15(6), 1459-1470.
• Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50, 1088-1101.
• Biçer, N. (2017). The influence of student-centered methods in Turkish language instruction on academic success: a meta-analysis study. Universal Journal of Educational Research, 5(4), 687-697. doi: 10.13189/ujer.2017.050419
• Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Wiley. Brooks, J.G. ve Brooks, M.G. (1993). In search of undestanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
• Bulut, K. (2015). Mikro öğretim tekniğinin Türkçe öğretmen adaylarının konuşma beceri ve kaygılarına etkisi (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi.
• Card, N. A. (2011). Applied meta-analysis for social science research. Guilford Publications. Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101. https://doi.org/10.1111/1467-8721.ep10768783
• Cole, M. W. (2014). Speaking to read: meta-analysis of peer-mediated learning for English language learners, Journal of Literacy Research, 46(3), 358-382. doi: 10.1177/1086296X14552179 Cole, M. W. (2018). Effectiveness of peer-mediated learning for English language learners: a meta-analysis. Resarch Ideas and Outcomes, 4:e29375, 1-75. doi: 10.3897/rio.4.e29375