English teaching with allosteric (combinational) learning model in 8th grade English lesson academic achievement and its effect on English learning attitudes

In this research, the effect of the English teaching practice which is based on Giordan's allosteric learning model, on the students' academic achievement and attitudes towards learning in the eighth grade English course in secondary education was examined. Within this research, conducted by using the pre-test, post-test control experimental design with control group, one of the experiemntal research designs, teaching to experimentation group by allosteric learning model, and the eight unit "Chores" was taught to control group using the current teaching method of the Ministry of National Education and the difference in academic achievement between the groups was investigated. In the quantitative dimension of the research, the "Attitude Scale Towards English Lesson" developed by Kazazoğlu (2013) was used. The research was conducted with 8-A and 8-B classrooms of Koçhisar Middle School in the village of Koçhisar which is located in Bozova/Şanlıurfa during the second semester of the 2020-2021 academic year by obtaining necessary permission for research from Şanlıurfa Provincial Directorate of National Education. During the research, 30 students in the experimental group, 27 students in the control group and 57 students in total participated. The courses of the classrooms were conducted by the researcher and the research lasted for six weeks. Data gathered by application of achievement test before and after the teaching took place and was analyzed by using SPSS-11.5 program. As a result of the analysis of the data obtained from the research, while the academic achievement of the experimental group trained with the allosteric learning model showed a statistically significant increase, there was no significant difference in the control group. In addition, it was concluded that the difference between the experimental and control groups in terms of permanence test success scores was not statistically significant. Keywords: Allosteric learning model, English curriculum, academic achievement, attitude