Özet:

The objective of the present study is to determine the effect of one of the active learning techniques, “diagonalization” on Turkish verbal skills and anxieties of 7th grade students. In the study where quantitative research methodology was used, pretest-posttest experimental design with control group was utilized. Study group included forty-six 7th grade students who were attending Van Central Dumlupınar Middle School in 2015-2016 academic year. Pretest-posttes data were analyzed with parametric t-test statistics. The findings obtained in the study were as follows: At the end of the applications, it was determined that diagonalization technique implemented in the study group was more effective on Turkish verbal skill achievements (p: .000 ˂ 0.05; t: .899) and Turkish speech anxiety (p: .000 ˂ 0.05; t: -11.209) of students when compared to Turkish curriculum activities. These findings established that “diagonalization,” one of the active learning techniques, should be applied in p

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