The effect of cliffhanger technique on speaking anxiety and listening skills in primary school second grade Turkish course

The aim of this study is to examine the effect of processing the reading texts in primary school 2nd grade Turkish textbooks using the cliffhangers technique on students' speaking anxiety and listening skills in front of the class. A single group pretest - posttest experimental design was used in the research. Data were collected using the Classroom Speaking Anxiety Scale and the Listening Skills Assessment Scale. The study group of the research consists of 26 students attending the second grade in a primary school in the central district of Niğde. The data obtained through data collection tools were analyzed and interpreted with independent groups t-test and related groups t-test using the SPSS statistical package program. According to the results of the research, primary school students experience speaking anxiety in Turkish lessons. It was concluded that the speaking anxiety of the students decreased by processing the Turkish reading texts using the cliffhangers technique. It was concluded that there was no significant difference between male and female students regarding speech anxiety. Students' listening skills in Turkish lessons are at an intermediate level. At the same time, it was concluded that students' listening skills improved positively by processing Turkish reading texts using the cliffhangers technique. It was concluded that there is no significant difference between male and female students regarding listening skills.