Teaching and learning English speaking skills at early ages: A mixed design study

With the 4 + 4 + 4 education system English language learning age decreased to the second grade in Turkey and communication skills gained prominence in the renewed English curricula. The aim of this study is to investigate the level of reaching the A1 level speaking skills achievements determined by the Ministry of National Education (MoNE) when the students graduated from the 5th grade in 2016 - 2017 academic year. Within this purpose, data were collected from 34 students and 9 teachers in 4 different primary schools located in Çankaya district of Ankara. Semi-structured interviews were held with teachers and students, and a picture-based English speaking activity was used with students. The study is a mixed-method study based on qualitative and quantitative data. Interviews, which were analyzed with NVivo 11 program, conducted with teachers and students constituted the qualitative part of the study and the English speaking activity, which was evaluated using a rubric, conducted with students constituted the quantitative part. The results indicated that different outcomes of the students' attainment of the speaking skills target depended upon the school hours. Besides, it was found that some teachers had limited curriculum literacy, some of the teachers used limited in-class activities for improving English speaking skills, and teachers mostly communicated in Turkish in the classes. This study suggests that it would be meaningful to increase the hours of English lessons, and teachers should attend in-service training programs to be informed about the curriculum and possible in-class activities related to speaking skills. Keywords: English speaking skills, language acquisition during at early ages, English curriculum, mixed design study, foreign language, learning and teaching processes.