The effect of creative drama on 6 th grade students' speech cognitive awareness, speech anxiety and attitude towards Turkish lesson

In this study, which aims to determine the effect of the creative drama method on 6th grade students' cognitive awareness of speaking strategies related to prepared speech, speaking anxiety and attitude towards the Turkish lesson, a mixed method, including qualitative and quantitative methods, was used. A semi-experimental model was used in the quantitative dimension of the research, and an interview technique was applied in the qualitative dimension. In the study, data were collected from "Speech Strategies Cognitive Awareness Scale, Speaking Anxiety Scale, Attitude Scale Towards Turkish Lessons and the Semi-Structured Interview Form". As a result of the analysis of the data obtained: • It was determined that the conventional method in the control group had no effect on the students' cognitive awareness level of speaking strategies related to prepared speech and speaking anxiety, but it had a negative effect on the students' attitude towards the Turkish course. • It was determined that creative drama had a positive effect on the experimental group in reducing students' speaking anxiety and increasing their attitudes towards Turkish lessons. It was observed that this positive effect continued in the permanence test results. It was determined that creative drama had no effect on the cognitive awareness level of speaking strategies related to prepared speech. • According to the interview data, creative drama made the Turkish lesson fun. It was also effective in relieving speech anxiety and excitement. Students stated that they liked animating the texts in the Turkish Coursebook the most among the creative drama activities. Key Words: Turkish lesson, creative drama, speaking anxiety, cognitive awareness, attitude.