Examination of the relationship between the activities used in English course and the anxiety level of speaking English

It is aimed to analyze the effect of the activities used during Enlish lessons on the students' english speaking anxiety level in this research. The main problem "What is the effect of the activities used during Enlish lessons on the students' english speaking anxiety level?" was answered on the basis of research findings. It is also examined whether there is a significant difference in the activities used in English lessons and students' english speaking anxiety level in terms of gender, grade level and English lesson marks on the school report. It is a quantitative research and correlational survey model was used in the research. The sample of the study consists of total secondary school 252 students, 5th and 6th grade students by using the purposive sampling method. The data is collected by "personal information form" prepared by the researcheri, "The English Speaking Anxiety Scale" by Orakçı (2018) and "Foreign Language Teaching Activities Scale" by Şad (2011). To figuring out the scales' points, firstly scale points were standardized and then the scale point avarages were created via former standardized points. To analyze the data, first of all, the test of normality was done and it was seen that the datas had a normal distribution. As a result, parametric tests were used to analyze the data. Pearson product-moment correlation was used to determine the relationship among the general points of the English speaking anxiety level, students-centered activities and teacher-centered activities. Spearman Rho correlation coefficient was used to determine the relationship among the English speaking anxiety level, students-centered activities and teacher-centered activities. To find out the relationship between gender and English speaking anxiety level, students-centered activities, teacher-centered activities, Independent Groups T-Test was used. To find out the relationship among students' grade level, their English lesson marks on the school report and English speaking anxiety level, students-centered activities, teacher-centered activities, Kruskal-Wallis H test was used. As a result, There was no relationship between the activities used during English lessons and English speaking anxiety level. There was a positive moderate statistically significant relationship between students-centered activities and teacher-centered activities. All of the students' level of English speaking anxiety was at the middle level. While there was a significant difference in teacher-centered activities, there was no significant difference in student-centered activities and speaking anxiety points in terms of grade level. There was a significant difference in student-centered activities, teacher-centered activities and speaking anxiety points in terms of the English lesson marks on the school report. While there was a significant difference in speaking anxiety points, there was no significant difference in teacher-centered activities and student-centered activities in terms of gender. However it was concluded that the female's English speaking anxiety level was higher than male's English speaking anxiety level. Anahtar Kelimeler: English speaking anxiety, Secondary school, English lesson, Teaching activities, Student-centered activities, Teacher-centered activities.