The effect of English language education based on experiential learning theory on the speaking skills and speaking attitudes of 10th grade students

In this study, the aim of this study is to evaluate the effect of English language education based on experiential learning theory on 10th grade students' speaking skills and speaking attitudes. In the study, simultaneous parallel model, one of the mixed research methods, was used. In the qualitative dimension of the study, data were collected from 10th grade students through diaries, while in the quantitative dimension, the Attitude Towards Foreign Language Speaking Scale, practice exam and observations were made with the pretest-posttest control group experimental model. Descriptive analysis and content analysis were used in the analysis of qualitative data, and descriptive and predictive statistical techniques were used in the analysis of quantitative data with SPSS program. In the study, there was no significant difference between the pre-test and post test scores of the participants in the experimental and control groups for speaking skills and the pre-test scores of attitudes towards speaking a foreign language, while a significant difference was found in favor of the experimental group in the post-test scores of attitudes towards speaking a foreign language. In teacher observations, it was determined that there were significant differences in favor of the experimental group. In the diaries, students generally expressed the positive effects of the activities on their speaking skills and foreign language attitudes. Keywords: Foreign Language curriculum, experiential learning theory, speaking skills in English language education, attitude and access