A case study on factors that affect foreign language speaking

The aim of this research is to examine the factors that affect the English language speaking of fifth grade students studying in a private and a public school from the perspective of students, parents and teachers in the context of formal and hidden curriculum. For this purpose, this study was conducted with fifth grade students, their parents and English teachers studying in a state and a private school in Milas, Muğla. It was focused on the determination of the situations that resulted from the education program, which was renewed in 2018 and that affect English speaking, as well as the factors "outside the program", and it was aimed to obtain comprehensive data on these subjects. In this study, which was carried out using a case study, the findings obtained for the questions to be answered were evaluated in terms of situations within the scope of formal and hidden curriculum. In order to provide 'maximum diversity', while obtaining the qualitative data, a total of 34 people, eight teachers, 16 students, eight parents and two experts, were interviewed from two different socio-economic levels. In addition, the differences between the new and old educational programs were mentioned by making a document review. Content analysis was used from the analysis methods and including methods and techniques, curriculum, exposure to the English language, individual differences, teacher proficiency, material activity, implicit factors, language learning awareness, extracurricular activities, teacher influence, active language learning environment, daily use in life, a total of 12 different themes were reached. In line with the findings, the new curriculum (2018) was found to be effective and sufficient in terms of English speaking skills by the teachers. In addition, it was concluded that private school teachers offered a more effective English education with an additional program given from the head office. Findings such as teacher influence, peer bullying, students' interest in foreign language, socio-economic environment in which students live and individual differences of students were obtained and interpreted within the themes as factors outside the program that affect English speaking. At the end of the study, such recommendations as the program developers and teachers were asked to "work on the more effective implementation of the education program provided by the Ministry of National Education and to follow current researches" and to increase the variety of activities for using the English language in the classroom environment in daily life and to support students to overcome their speaking anxiety" have been made.