The effect of micro-teaching technique on grade 7 students' speech skills and anxiety

In micro teaching-based speaking skills, individuals have the opportunity to evaluate their own speech to see their deficiencies and correct themselves. When the language development of secondary school students is considered, it seems possible to improve their speaking skills with this technique. The purpose of this study is to examine the effect of the micro teaching technique on the speaking skills and speaking anxiety of middle school 7th grade students. Two different quantitative data collection tools were used in the research. These are the Speaking Anxiety Scale for Students and the Speaking Skill Observation and Evaluation Form. When the analysis results were examined, it was observed that there was a statistically positively increase between the pre-test and post-test scores of the experimental group. In other words, it has been determined that the experimental group has a positive advancement in speaking skills. However, it was determined that there was no remarkable difference between the pre-test and post-test scores of the control group. In addition, there is a statistically significant difference between the experimental and control group's pre-test and post-test scores for effective speech anxiety. In other words, it seems that both the experimental and control group students had a significant decrease in speaking anxiety. Key Words Micro Teaching, Micro Teaching Technique, 7th Grade Students, Speaking Skill, Speaking Anxiety