The effect of reflective thinking on the determination and solution of secondary school students' speech problems

In this study, it was aimed to examine the effect of reflective thinking on detecting and solving speech problems of secondary school students. The study, which was carried out with mixed method, has qualitative dimensins consisting of quantitative and action research structured with a "quasi-experimental design with pretest-posttest control group". In the quantitative dimensin of the study, a study based on activities for speaking skills (breathing, articulation, pronunciation, speaking rate, standard language, stress/toning/pause, unnecessary sounds and words, voice use, body language) was conducted for the students including an experimental group and a control group and teaching process was applied. Reflective journals, learning articles, self and peer assessment forms and in-class discussions were added to the practices in the experimental group. Expert Evaluation Scale and Self and Peer Evaluation Checklists were used to collect quantitative data before and after the application. Findings from the Expert Evaluation Scale revealed that the experimental group, in which reflective thinking tools were used, developed at a rate that would make a significant difference. Furthermore, checklists show that students approach speaking activities in a positive way. The data obtained from the reflective thinking tools formed the qualitative findings of the study and the experimental group students were provided with many evaluations about the process. With the reflective journals, the fun and boring aspects of the activities, the views on how to use the experiences in daily life, the level of understanding of the topics were discussed and future expectations were determined. In the learning articles, opinions regarding the process, newly acquired concepts, the difficult or easy aspects of the subjects, the possibility of applying the activities in daily life or in the classroom, the methods and techniques were used, materials, duration, benefits to be obtained, and other topics and activities were included. While self- and peer-assessment forms enabled the speaking skill to be evaluated directly in the subject area, in-class discussions focused on attitudes and perceptions towards speaking skills. Reflective journals showed that students generally find speaking activities useful and entertaining, but they had difficulties in theoretical aspects. Learning articles revealed that the prior knowledge of speaking skill differs according to the subject area, the new learnt information was separated according to its effect on oral communication, and there were hesitations about transferring theoretical knowledge to practice. According to the self- and peer-assessment forms, difficulties were experienced especially in the areas of stress/toning and pause, and use of unnecessary sounds and words in speaking subjects. The discussions held in the classroom showed that students' approaches to speaking skills mostly focus on the affective and social dimensin. Keywords: Reflective thinking, speaking skill, speech problems, reflective journals, learning writings, self and peer assessment.