International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2017, Vol. 13(1) 64-78

Effect of Drama Instruction Method on Students’ Turkish Verbal Skills and Speech Anxiety

Mehmet Nuri Kardaş & Raşit Koç

pp. 64 - 78   |  Manu. Number: ijpe.2071.001

Published online: February 01, 2017  |   Number of Views: 341  |  Number of Download: 681


Abstract

The objective of the present study is to determine the effect of the “drama” method on students’ Turkish verbal skills and speech anxiety. Pretest-posttest experimental model with control group was utilized in the study. In the analysis of data obtained by Turkish Rhetorical Skills Scale (TRSS) and Speech Anxiety Scale (SAS), t-test statistics were used. The following results were obtained in the current study: 1. It was determined that “drama” instruction method was more successful than the instructional activities in the existing Turkish curriculum for development of Turkish rhetorical skills. 2. In minimizing students’ speech anxiety, “drama” method was found to be more successful than the instructional activities in the existing Turkish curriculum. These results demonstrated that “drama” method is an effective technique in development of students’ Turkish verbal skills and reduction of students’ speech anxiety.

Keywords: Turkish verbal skill, speech anxiety, drama


How to Cite this Article?

APA 6th edition
Kardas, M.N. & Koc, R. (2017). Effect of Drama Instruction Method on Students’ Turkish Verbal Skills and Speech Anxiety. International Journal of Progressive Education, 13(1), 64-78.

Harvard
Kardas, M. and Koc, R. (2017). Effect of Drama Instruction Method on Students’ Turkish Verbal Skills and Speech Anxiety. International Journal of Progressive Education, 13(1), pp. 64-78.

Chicago 16th edition
Kardas, Mehmet Nuri and Rasit Koc (2017). "Effect of Drama Instruction Method on Students’ Turkish Verbal Skills and Speech Anxiety". International Journal of Progressive Education 13 (1):64-78.