Spr Ed Child. 2022; 2(2): 24-35 | DOI: 10.5505/sec.2022.36855

Investigation of the Relationship between Foreign Language Speech Anxiety and Gender, School Type, Foreign Language Education History in Secondary School Students

Arzu Lale Kýndýðýlý
Nurten Uþan Anatolian Imam Hatip High School, Ankara

INTRODUCTION: Social media platforms, as areas where individuals meet around a common interest and purpose, have found members wherever the internet is available because they are interactive and their use does not require technical skills. The aim of this study is to bring up and explain the concepts of digital violence (cyberbullying as an umbrella term), hate speech, and hate crime; to examine the causative factors, and to contribute to the literature by sharing possible solutions.
METHODS: The sample of the study consisted of a hundred and fifty-five students from different type of high school in Ankara province in 2021–2022 academic year. While selecting the students in the sample, it was paid attention that students had foreign language speaking anxiety and “English Speaking Anxiety Scale” was conducted to them. The data of this study were analysed in SPSS through t-test and Anova which are “Descriptive Statistical Techniques”.
RESULTS: According to the findings of the study, it was concluded that the girls have anxiety more than the boys in high schools. There is no meaningful difference according to school types. Beside, it was observed that the pupils who got foreign language educatýon in different areas except school have less anxiety than the others who did not get.
DISCUSSION AND CONCLUSION: According to the findings of the research, it has been determined that the female students have higher level of speaking foreign language anxiety than male ones. It is also observed that school type does not have a meaningful effect on speaking foreign language anxiety while support educatýon on foreign language does.

Keywords: Foreign language, speaking, anxiety, gender, school type, background

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Ortaöðretim Öðrencilerinde Yabancý Dil Konuþma Kaygýsý ile Cinsiyet, Okul Türü, Yabancý Dil Eðitim Geçmiþi Ýliþkisinin Ýncelenmesi

Arzu Lale Kýndýðýlý
Nurten Uþan Anadolu Ýmam Hatip Lisesi, Ankara

GÝRÝÞ ve AMAÇ: Bu araþtýrmanýn amacý, ortaöðretim öðrencilerinde; cinsiyet, eðitim alýnan okul türü ve öðrencinin yabancý dil destek eðitimi almýþ olmasýnýn yabancý dil konuþma kaygýsý üzerindeki iliþkisini incelemektir.
YÖNTEM ve GEREÇLER: Araþtýrmada, Ankara il merkezindeki farklý türlerden liselerin 9. sýnýfýnda eðitim görmekte olan tarama yöntemiyle seçilmiþ 155 öðrenciye Ýngilizce Konuþma Kaygýsý Ölçeði (ÝKKÖ) uygulanmýþtýr. Zaman ve mali kaynaklar konusundaki sýnýrlýlýklar nedeniyle evrenin içinde yer alan, özellikleri ve verdikleri cevaplar açýsýndan evreni yansýtabilecek bir örneklem grubu oluþturulmuþtur. Elde edilen veriler nicel analiz yöntemlerinden olan betimsel istatistikler (t testi, ANOVA) ile yorumlanmýþtýr. Çalýþmaya katýlan öðrencilerin Ýngilizce konuþma kaygý düzeylerinin deðiþkenlere göre farklýlaþma durumlarý incelenmiþtir.
BULGULAR: Araþtýrma sonuçlarý, kýz öðrencilerin Ýngilizce konuþma kaygý düzeylerinin erkek öðrencilerden daha fazla olduðunu göstermektedir. Okul türünün yabancý dil konuþma kaygýsý üzerinde anlamlý bir etkisi gözlenmemiþken, öðrenenin yabancý dilde aldýðý destek eðitiminin yabancý dil konuþma kaygýsýný azalttýðý gözlemlenmiþtir.
TARTIÞMA ve SONUÇ: Ortaöðretim öðrencilerinde yabancý dil konuþma kaygýsý ile cinsiyet, okul türü ve yabancý dil eðitim geçmiþi iliþkisi düzeyini incelemek amacý ile yapýlan bu araþtýrma 155 öðrenci üzerinde gerçekleþtirilmiþtir. Araþtýrma bulgularý, yabancý dil konuþma kaygýsýnýn cinsiyete göre anlamlý bir farklýlýk gösterdiðini ve kýz öðrencilerin konuþma kaygýsýnýn, erkek öðrencilere göre daha yüksek olduðunu ortaya koymaktadýr.

Anahtar Kelimeler: Yabancý dil, konuþma, kaygý, cinsiyet, okul türü, özyetiþim

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