The effect of the reading circle method on cooperative learning and speaking anxiety in 4th grade primary school students

The aim of this study is to determine the effect of an intervention program based on the literature circle method in increasing the levels of cooperative learning and decreasing the levels of speaking anxiety of fourth-grade primary school students. For this purpose, the focus was on the cooperative learning skills and speaking anxiety levels of fourth-grade primary school students. The theory considered in the process of increasing the cooperative learning skills and decreasing the levels of speaking anxiety of fourth-grade primary school students is the literature circle method. It was predicted that an experimental research would be an appropriate method in increasing the cooperative learning skills and decreasing the levels of speaking anxiety of fourth-grade primary school students. The Cooperative Learning Scale, the Classroom Speaking Anxiety Scale and the Personal Information Form were used to form the study group of the research. As a result of the pre-test conducted in two different state schools (N=106 and N=98), an experimental and control group were formed with 16 students in total, 8 in each group. The 10-week (2 sessions per week) Literature Circle Method-based education program developed within the scope of the research was applied to the experimental group, while no application was applied to the control group for 10 weeks. Before applying the Cooperative Learning Scale and Classroom Speaking Anxiety Scale to the experimental and control groups, a pre-test was applied, after the application, a post-test and 3 weeks after the application, a follow-up test were applied. The obtained data were analyzed using two-factor analysis of variance for mixed measurements. Two important findings were reached as a result of the analyses. First, it was seen that the literature circle method education program was significantly effective in increasing the cooperative learning levels of fourth grade primary school students and that this effect was permanent after 3 weeks. Secondly, it was seen that the literature circle method intervention program was significantly effective in reducing the speaking anxiety levels of fourth grade primary school students and that this effect was permanent after three weeks. As a result of the obtained findings, it was determined that the 'Literature Circle Method' increased the cooperative learning levels of fourth grade primary school students and reduced their classroom speaking anxiety levels. The obtained findings were discussed within the scope of the literature and recommendations for practitioners regarding the use of the method in instructional processes; It has been suggested to researchers that the effect of the method on language skills other than reading skills can be examined; and to politicians that the method should be included in the scope of extracurricular activities or exercises. Key Words: Literature circle method, Cooperative learning, Speech anxiety, Fourth grade students