The investigation of the effect of english teaching based on quantum learning model on the academic achievement and the foreign language learning anxiety

The aim of this research is to examine the effect of English language teaching based on Quantum Learning Model (QLM) on students' academic achievement and foreign language learning anxiety. The research has been conducted with embedded mixed-methods design. The study group consists of eighth grade students studying in Çamlıyayla district of Mersin province in the fall semester of 2021-2022 academic year. In this research, the quantitative dimension of which is a quasi-experimental study, an experimental group consisting of 17 students and a control group consisting of 20 students have been formed in order to examine the effect of QLM-based English teaching on academic achievement and foreign language learning anxiety. While English language teaching based on QLM has been carried out for seven weeks in the experimental group, English language teaching has been carried out with the activities in the current curriculum in the control group. In the qualitative dimension of the research, the experiences of the students in the experimental group and the researcher in English lessons based on QLM have been examined. The quantitative data of the study has been collected through a scale related to foreign language learning anxiety and an academic achievement test developed by the researcher. The qualitative data of the study has been obtained through semi-structured interviews with the students in the experimental group, the reflective diaries kept by the students throughout the implementation process and the researcher's diary. Based on the quantitative data, ANOVA test for mixed measurements has been applied in order to determine whether the English language teaching based on QLM is effective on academic achievement and foreign language learning anxiety. The qualitative data obtained from the student interviews, student diaries, and the researcher's diary has been analyzed through content analysis using both inductive and deductive approaches. As a result of the research, it has been concluded that English teaching based on QLM did not have a significant effect on the academic achievement and retention of learning, but it had a significant effect on the foreign language learning anxiety. It has been understood that English teaching based on QLM is effective in reducing students' foreign language learning anxiety. According to the qualitative findings of the research, the English teaching based on QLM has been found more effective by students compared to the English teaching in which the activities in the current curriculum are applied. It has been concluded that the use of QLM in English lessons helps students develop positive attitudes towards English lessons. It has been revealed that teaching English based on QLM contributes to determining high-level goals and increasing motivation in the context of affective domain learning. It has been understood that the activities that students enjoy in English lesson based on QLM are mostly group-based activities. It has been concluded that the implementations that provide learner autonomy and have an artistic aspect in QLM help students feel psychologically comfortable during the teaching process. Based on the results of the research, suggestions have been presented for using QLM more effectively in English teaching and teaching processes.