Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF EDUCATION AND LITERACY STUDIES, cilt.9, sa.1, ss.137-149, 2021 (Hakemli Dergi)
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.
Key words: Student-centered Listening-speaking, Skills, Awareness, Activities, Turkish