The effect of instructional design based on ADDIE model on sixth grade students' English listening and speaking skills and anxiety

In this study, an instructional design was developed and evaluated to address sixth-grade students' needs in English listening and speaking skills as part of their foreign language education. The study adopted an action research design and was conducted during the 2022–2023 academic year in a public middle school located in Bozüyük, Bilecik. The participants were selected using purposive sampling. Data were collected through semi-structured interviews, participant observations, student reflective journals, researcher logs, validity committee reports, and multiple data collection instruments, including the English Listening Anxiety Scale, English Speaking Anxiety Scale, a Listening Skills Test, and English Speaking Cards. The study revealed that the goals of the sixth-grade English curriculum regarding the development of listening and speaking skills were not fully implemented in classroom settings due to various structural and pedagogical limitations. Teachers noted that these skills were inadequately addressed in assessment and evaluation processes, and that the exam-oriented system and limited instructional time hindered effective teaching practices. While students generally perceived the activities as enjoyable, they also expressed challenges in participation due to fear of making mistakes, lack of vocabulary, and time pressure. Despite these challenges, the instructional activities implemented throughout the study contributed to a statistically significant reduction in students' listening and speaking anxiety levels and an improvement in their language competence. A supportive classroom environment and the use of diverse instructional methods encouraged student participation and fostered the development of metacognitive strategies.