The effect of 7th grade students in Turkish course events on speaking skills and speech: A mixture method research

The aim of this study is to examine the opinions of students on the development of Turkish speaking skills, to eliminate speaking concerns, to determine the effect of drama method in developing a positive attitude to Turkish lesson and to view their drama practices. However, independent variables such as gender, maternal education status, parental education status, grade point average, and book reading status have been investigated for the effect on outcomes. Experimental and control groups were formed in the study and a 10-week study was conducted with the experimental group. As a result of the research, it was concluded that the students in the experimental group had a significant difference in the Turkish speaking ability between the pre-test and post-test data in favor of the final test. Although the students in the experimental group were found to have a difference of about 4 points in favor of the final test among the pre-test and post-test success scores of Turkish speaking anxiety, this difference was not statistically significant. There was no statistically significant difference between pre-test and post-test attitude scores of Turkish students in experiment group. In addition, in the findings obtained, the experimental group reached the result that their students adopted the drama method as a teaching method and developed a high attitude towards the drama method, and this method was expressed high in the findings that it plays an important role in the development of speech skills. Gender, grade average, mother education status, father education status, book reading status, etc., have not been related to the levels of Turkish speaking ability. Keywords: Drama Method, Turkish Teaching, Speaking Skills, Speech Anxiety.