The Effect of Student Centered Listening/Speaking Activities on Turkish Listening Speaking Skills of Bilingual Students

Abstract

The aim of this study is to examine the effect of student-centered listening-speaking activities developed by the researcher on Turkish listening and speaking skills of bilingual Arabian students. In the study, control group experimental design was applied. The subjects were a group of Arabianic 6th graders at a secondary school in Bitlis, Turkey. Students in the experimental group (n=20) were given a total of 24 hours of training which took 12 weeks for 2 hours per week in the spring semester of the 2018-2019 academic year, utilizing listening-speaking training activities developed by the researcher. On the other hand in the control group (n=18), training was provided in accordance with the education curriculum of the Turkish Ministry of National Education (MEB) within the specified period. Listening Skills Self-Assessment Scale (LSSAS) and Turkish Speaking Skills Scale (TSSS) were used to collect pretest and post-test data. The Listening Skills Self-Assessment Scale (LSSAS), was completed by the students in the pre/posttest. The Turkish Speaking Skills Scale (LSSS) was completed by the researchers in the pretest and post-test while the students were making their speech. Based on the results of independent samples t-test, it was concluded that the listening-speaking training carried out with the student-centered activities positively affected the Turkish speaking and listening skills of the bilingual Arabian students.

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