THE EFFECT OF SPEECH LEARNING CIRCUS TECHNIQU’S ON ACADEMIC ACHIEVEMENT IN TEACHING FOREIGN LANGUAGES

Abstract

The main purpose of this study is to investigate whether there is any effect of using the Speech Circus Technique on Foreign Language Learning. This study is a quantitative and qualitative study. The study was carried out for five weeks on experimental B7 and controlled B8 classes of two groups, involving a total of 50 students who study at the Higher School of Foreign Languages of Inonu University in Malatya during the years of 2017-2018. The Unit’s chosen two tenses in Pre-intermediate level; Past Perfect Continuous Tense and Past Perfect Tense were targeted to be taught to 25 students of experimental group B7class by means of Speech Circus Teaching Technique but not implementing anything to the controlled group B8 class. But prior to anything, pretest and posttest were applied to both groups. Data were obtained from students by implementing pretest and posttest with authentic Experimental-Controlled Groups Research Designs (ECGRD). The obtained data were evaluated by means of grading from “a rubric” which was developed under the supporting views of an expert. Obtained grades were analyzed through SPSS statistical packet program and important findings were reached. In order to find the differences between figures of the experimental group for the Past Perfect Continuous Tense (PPCT) variable out of protest and post-test, the figures were processed through the Wilcoxon Analyze packet program and significant differences were observed (p<,05). Similarly, in order to find the differences between figures of the experimental group for Past Perfect Tense (PPT) variable out of pretest and post test, the figures were again processed through Wilcoxon Analyze packet and significant differences were observed (p< ,05) from that results too. In conclusion, It was observed that the effect of the Speech Circus Learning Technique using in Foreign Language Learning (FLL) is of great importance. Although this technique is not commonly used when the literal domain is surveyed, it can be suggested that most educators, multi-discipline teachers especially, English language practitioners should implement it into their English teaching classes.