An action research to enrich the teaching-learning processes in 9th grade english course

This study aims to investigate the effectiveness of teaching-learning processes designed to meet the objectives of the 9th grade English curriculum. In this study, conducted through action research, also known as teacher research, the researcher who is also a teacher designed teaching-learning processes to meet the objectives of the 9th grade English curriculum to overcome a deficiency he sees in the field of foreign language teaching and to increase the learning levels of his students. In line with the nature of action research, both qualitative and quantitative data were employed in this study. Three equal classes from Konya Anadolu İmam Hatip high school were selected as two action research groups and one traditional instruction group. Quantitative data were collected through a summative assessment test, formative assessment tests and an academic self-concept scale. Qualitative data were collected through focus group interviews conducted with students in the action research groups and through a reflective journal kept by the teacher throughout the implementation process. While the quantitative data were analyzed using analysis of Covariance and MANOVA, the qualitative data were analyzed using MAXQDA and descriptive analysis. As a result, for the listening, speaking, and writing skills a significant difference was found between the groups in the posttest in favor of the action research groups. There was no statistically significant difference between the groups for the reading skill. It was discovered that the teaching-learning processes used in the study had a favorable impact on students' academic self-concept. According to the student views, focusing on four language skills, preparing suitable environments to allow them to use the language, and presenting quality materials were the prominent factors. At the end of the study, it was concluded that students' achievement increases significantly when they are provided with high-quality instruction.