6. sınıf ingilizce dersinde ters yüz eğitim modelinin öğrencilerin sözel yeterlik ve konuşma kaygılarına etkilerinin araştırılması

The purpose of this study is to look into how a flipped learning model affects 6th grade students' foreign language speaking anxiety and oral proficiency. The study is divided into two sections for this purpose. The literature on the flipped training model is presented in the first section, followed by the field research. Various pre-test and post-test applications were used with a total of 30 students, 15 in the experimental group and 15 in the control group, to reveal the effects of this model on students' English speaking anxiety and oral proficiency.These applications are the English Speaking Achievement Test, the English Speaking Anxiety Scale and the English Speaking Lesson Interview Form. In this study, mixed research method were used. Pre-test and post-test were performed for all applications. While the normal curriculum content was applied to the control group students for a total of 10 weeks, a program suitable for the flipped model was created for the students in the experimental group. When the quantitative data obtained were analyzed in the IBM SPSS 28 Statistics program, the qualitative data regarding the applied interview form were subjected to qualitative evaluation.The study found no statistically significant difference between the experimental and control groups' pre-test and post-test applications. However, it was discovered that the students showed positive changes as a result of the flipped model speaking lesson, and they were able to overcome their anxiety. Furthermore, it was discovered that the students' relationships with their teachers influenced their speaking anxiety, and their oral proficiency achievement was moderate.