The impact of presentation-practice-production (PPP) technique on 4th grade students' cognitive and emotional learning products related to English lessons

The purpose of this study is to examine the effect of the PPP (Presentation-Practice-Production) technique on the cognitive and affective learning products of primary school 4th graders' English lessons and to demonstrate the superior and limited aspects of this method. The research was conducted in a mixed research model. In the quantitative dimension of the study, 'pre-test post-test control group experimental design' was used to determine the effect of the PPP technique on academic achievement, permanence and attitude toward English course. In the qualitative dimension of the survey, participants' views on the process and practice of the course were obtained through an open-ended questionnaire using qualitative research methods to determine their views on the effectiveness of the PPP technique. The universe of the research is 4th grade students in primary school. The sample of the study consists of 28 students, 14 control groups and 14 experimental groups continuing to Doluharman Primary School in the 2015-2016 academic year. Achievement Test 1, Achievement Test 2 and Attitude Scale Towards English Course were applied as data collection tools of the study and nonparametric analysis techniques were used in the analysis of the quantitative data. The Wilcoxon Signed-Rank test method was used in groups comparison of data obtained from experimental and control groups' pre-test, post-test, retention test, pre and post attitude tests and in their intergroups comparison Independent groups Mann-Whitney-U test method was used. In the qualitative dimension of the research, the data obtained from the interview forms was analysed using the content analysis method which is frequently used in qualitative data analysis and text analysis. As a result of the analysis of the quantitative data, it was observed that the language teaching based on the PPP technique, compared to the planned language teaching according to the activities in the student textbook, was more effective in developing the positive attitude towards the English course. Findings from qualitative data indicate that all participants have a positive attitude towards the PPP technique and the activities within this technique and that the PPP technique contributes to the participants' positive attitude towards the English lesson. Key Words: PPP, presentation, practice, production, foreign language, teaching methods and techniques