Exploring the Effects of Adventure Education on High School Students’ English-Speaking Performance and Self-Perceived Skill Improvement

Year 2025, Volume: 11 Issue: 2, 174 - 211, 31.12.2025

Şadıman Hunutlu , Savaş Yeşilyurt

https://doi.org/10.47216/literacytrek.1832871

https://izlik.org/JA64CS22GX

Abstract

With the widespread use of English, speaking has become one of the most sought-after skills. However, learners face some challenges in enhancing their speaking skills. Therefore, they need teaching methods that give them plenty of exposure to the target language and allow them to practise speaking English. This study aimed to investigate the effect of adventure education on high school students’ English speaking performance and to explore their perceptions of how such experiences contribute to improving their speaking skills. Conducted at a state science high school featuring extensive outdoor spaces suitable for adventure education, the research employed a convergent mixed-methods approach and implemented a quasi-experimental pretest–posttest design involving 29 tenth-grade students. The findings indicated that English-speaking activities integrated with adventure education enhanced students’ speaking performance. Furthermore, students’ perceptions of the impact of speaking activities conducted through adventure education on their English speaking skills were quite positive. In line with the research findings, recommendations were made to implement outdoor activities, such as adventure education, in school settings to support the development of students’ speaking skills by providing authentic, interactive, and experience-based learning environments.

Keywords

Adventure education , experiential learning , speaking skills , English

Ethical Statement

.This research study was conducted with the Research Ethics Committee approval of Atatürk University, dated 31.10.2023 and numbered 05. Official permission was obtained from the Provincial Directorate of National Education as part of the ethical approval process. Participation was voluntary, and written informed consent was obtained from all students and their parents before data collection. Participants were informed of their right to withdraw at any stage without any academic consequences. Confidentiality and anonymity were ensured through the use of pseudonyms and coding procedures, and all data were used solely for research purposes.

Supporting Institution

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Thanks

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