The effect of descriptive speech on writing skills of primary 4th grade students

This study aims to examine the effects of descriptive speech on the writing skills of fourth grade primary school students. For this purpose, this study was conducted with a mixed research method. A quasi-experimental method with a pretest-posttest control group was used in the quantitative part of the study. On the other hand, the case study method was used in the qualitative dimension of the study. The study group of the research consists of 81 fourth grade students in a primary school on the Anatolian side of Istanbul. Three fourth grade classes in the selected primary school were determined using the exemplification method. Two of the selected classes are the experimental group and one is the control group. While writing was taught through story maps in the first experimental group, both writing teaching through story maps and speaking activities based on descriptive speech were carried out in the second experimental group. No intervention was made to the control group. The study process lasted 10 weeks and teacher and student interviews were held at the end. In addition, a researcher diary was kept throughout the process. The results obtained were analyzed using the descriptive analysis method. As a result of the study, it is understood that descriptive speech and teaching writing through story maps made a significant difference in the writing skills of fourth grade primary school students. It has been concluded that descriptive speeches is more effective than teaching writing only through story maps. During this process, significant differences were observed in students' attitudes, motivation and willingness to write.