The effect of teaching speaking strategies on speaking performance and affective qualities of speaking

The aim of this study is to determine the effect of teaching speaking strategies on speaking performance and affective qualities of speaking. The study group consists of 19 control and 19 experimental group members studying in the 8. classes of the Ardıçlı İstanbul Menkul Kıymetler Borsası Regional Boarding Secondary School in the Hassa district of Hatay province in the first semester of the 2021-2022 academic year. In the study, pretest-posttest quasi-experimental design with control group was used. The data collection instruments of the study are speech evaluation form, speech anxiety scale for secondary school students, speaking skill attitude scale for secondary school students and speaking self-efficacy scale. In the study, speaking strategies were determined and these strategies were applied to be gained by the students through theoretical knowledge transfer and practical activities. The speeches made by the students for the pre-test and post-test were recorded and these speeches were evaluated by two field experts. SPSS Statistics 21.0 and MS-Excel 2007 programs were used in the analysis of the research findings. One of the results obtained from the study is that the teaching of speaking strategies does not differentiate significantly on speaking performance, speaking anxiety, speaking skill attitude and speaking self-efficacy compared to traditional instruction. On the other hand, teaching speaking strategies had a positive and significant effect on the speaking performance of the experimental group but did not show any effect on speaking anxiety, speaking skill attitude and speaking self-efficacy. Possible reasons for the results of the study are discussed in the discussion section.