The effect of video supported self assessment activities to prepared speaking ski̇lls of the students'

This resarch was performed with 7th grade students to define video supported self assessment activities effects to prepared speech skills of the students. In resarch, pretest-posttest applied quasi-experimental design was used. This resarch was performed with 60, 7th grade pupils of Hürriyet Secondry School, which was in Gaziantep-Şahinbey, in 2014-2015 academic year second semester. Experimental group was consisted of 18 femals, 12 males; control group was consisted of 17 femals, 13 males and total was 30 pupils. In practice part of the resarch; prepared speech skill practising was done to experimental and control group, in experimental group prepared speeches of persons were recorded and video were delivered to experimental group. After watching videoes, experimental group did weekly self-assessments with the self-assessment form of speech skill. Control group presented the subjects of prepared speech skill which was determined for the practising. Persons were assessed with traditional method (teacher feedback) by the instructor. On these datas, Wilcoxon matched pairs signed rank test and Mann Whitney U test were implemented. According to findings of this resarch; video supported self assessment activities are effective on prepared speech skills of the students' and also traditional method assessments don't have a positive contribution on improving students' prepared speech skill.