Examining the effect of understanding by design (UbD) on students' english speaking skills and motivation: A design-based research

Language, one of the most important means of communication today, not only holds significance for people within the same culture but also plays a crucial role in facilitating communication among individuals from different cultures. In this context, English stands out as the primary language associated with the need for intercultural communication. Just as in many other disciplines, various approaches can be employed in the process of learning and teaching English, particularly to enhance speaking skills, thereby encouraging students to actively engage in the process. Consequently, such approaches can contribute to the transfer of learned knowledge into real-life situations and the authentic use of the language. The aim of this research is to investigate how Understanding by Design (UbD) practices, tailored to meet the needs of 6th-grade students in improving their English speaking skills, affect both their speaking proficiency and motivation. This design-based research employs a nested mixed-methods design, utilizing a quasi-experimental time-series design for the quantitative component and a case study for the qualitative dimension. The research participants consist of a total of 24 6th-grade students from a state middle school in the district of Bucak, Burdur province, during the 2022-2023 academic year. Throughout the study, three designs based on UbD were developed and implemented. Following the implementation of each design, various analyses and evaluations were conducted, leading to necessary adjustments in the designs, thus maintaining a cyclical process. For data collection, the Basic English Skills Needs Assessment Survey, Speaking Skill Assessment Rubric (SSAR), English Speaking Motivation Scale (ESMS), and Observation Evaluation Rubric were utilized for quantitative data, while qualitative data were gathered through focus group interviews and researcher notes. Quantitative data were analyzed using techniques such as mean, standard deviation, paired samples t-test, and correlation analysis, while qualitative data were analyzed through content analysis. Findings from the needs analysis reveal that, despite considering speaking proficiency as one of the most important skills, students perceive themselves as least competent in this aspect of English language proficiency. Quantitative findings derived from SSAR data regarding the impact of UbD practices on students' English speaking skills indicate a statistically significant difference favoring the subsequent measurement over all measurements taken before and during the interventions. Qualitative findings corroborate these quantitative results. Additionally, findings from ESMS data regarding the effects of UbD practices on students' English speaking motivation reveal a statistically significant difference between the 2nd measurement after the implementation of the initial design and the 4th measurement after the final design, while no significant differences were found between other measurements. Moreover, qualitative findings suggest that UbD enhances students' motivation to speak English. Keywords: Understanding by Design (UbD), English Speaking Skills, English Speaking Motivation