Çocukların konuşma becerilerinin geliştirilmesi için modelleme ve ters yüz edilmiş video öğretiminin birlikte kullanılması

Since mastering a language is acknowledged as mastering the speaking skill by many, speaking skill is considered as one of the fundamental properties for language learners. However, most of the young Turkish EFL learners have poor speaking performance due to the reasons such as having limited class time and being exposed to English only in English classes in which priority is generally given to other skills. This case study aimed to find out whether the provision of modeling and flipped video teaching in a combinatory manner has any positive impact on young learners' spoken productions. In line with this aim, the study was conducted with 18 fourth graders at a private primary school in Ankara during the first semester of the 2020-2021 academic year. The study had an explanatory sequential mixed design; it began with a quantitative method (gathering and analyzing quantitative data) and followed by a qualitative method (gathering and analyzing qualitative data). For collecting quantitative data, scores were given to the spoken productions of the learners by using a rubric which was prepared for the current study. As for the collection of qualitative data, semi-structured interviews and observation notes were utilized. The study started with a pilot study followed by the pre-test, and once the pre-test was conducted the the treatment was applied. The treatment process comprised five cycles each of which included first and second spoken productions of each learner. In each cycle, learners were given a topic and asked for a spoken production. Then, they were provided with a video of a teacher modeling to study and get ready for their next performances. During the subsequent lessons they had their second spoken productions on the same topic. After the implementation process, the post-test was conducted to see the impact of the treatment and observation notes were examined to back up the quantitative data. Finally, semi-structured interviews were carried out with each participant to gather their attitudes toward the implementation and to find out whether the utilization of modeling and flipped instruction in a combinatory manner is applicable for young learners. Results indicated that the utilization of modeling and flipped learning in a combinatory manner had a significant impact on young learners' spoken productions in terms of content, organization, fluency and language use dimensions. The findings of the semi-structured individual interviews revealed that students had positive attitudes towards the treatment and most of them reported that they would prefer having speaking lessons in this way. To sum up, with the above-mentioned conclusions from the study, using modeling and flipped video teaching in a combinatory manner has proved to improve learners' spoken productions. While modeling provided learners with sufficient input and illustration of an expected spoken outcome, the flipped model gave them the opportunity to study at their own paces and the sufficient time for conceptual preparation and practice for speaking. Thus, they could be utilized by the teachers who want to develop their learners' speaking skills.