The effect of lesson activities designed according to the Enneagram typology on foreign language (English) success of secondary school students

In this research, quasi-experimental design, one of the quantitative research methods, is preferred in order to determine the effect of lesson activities designed according to the Enneagram typology on the academic success of secondary school students in English lessons. The research is carried out as a pretest-posttest paired control group design. The sample of the research consists of 200 students from 5th, 6th and 7th graders studying at an official secondary school in Kozluk district of Batman province. The data of the research were obtained through 'The Enneagram Personality Test, English Speaking Rubric and English Achievement Test'. At the beginning of the research process, the experimental and control groups were determined and personalities of the students were determined by applying the Enneagram personality test. The English achievement test and the speaking rubric were applied as a pre-test to the experimental and control group students. After the pre-test application, lesson activities were applied to the control groups in accordance with the current curriculum. The lesson activities designed to appeal to the head (the thinking center), heart (the feeling center), and body (the instinctive center) which are accepted as three Enneagram centers. These lesson activities were applied to the experimental group students by two English teachers. At the end of the process, the same achievement test and speaking rubric were applied as a post-test. The data were analyzed with a computer package program. The dependent samples t-test was used to reveal the significant difference between the English achievement test and speaking rubric pretest-posttest scores of the experimental group students and the control group students. Independent samples t-test was used to reveal the significant difference between the English achievement test and speaking rubric post-test scores of the experimental and control groups. It is concluded that there is a significant difference in favor of the post-test between the English achievement test pre-test and post-test scores of the 5th, 6th and 7th grade experimental group students. It is determined that there is a significant increase in the English achievement test pretest-posttest scores of the control group students in favor of the posttest scores of the 6th and 7th grade students. A significant difference is determined between the English achievement test posttest scores of the experimental group students and the control group students only in favor of the 5th grade experimental group. While it is determined that there is a significant increase in English speaking skill pretest-posttest scores of the experimental group students and control group students in favor of the posttest scores in all grades, it is determined that there is a significant increase in the posttest scores only in favor of the 5th grade experimental group. Keywords: English Success, Enneagram, Temperament, Personality, Class Activities