Özet:

The purpose of this research is to investigate the impact of student-centered teaching practices on the development of speech skills. In this direction, the study of 24 experimental qualities that meets the inclusion criteria and was conducted between 2005-2022 was studied in terms of various variables using the meta analysis method. The total sample size of the studies included in the meta analysis is 600 students in the experiment group and 592 students in the control group, with a total of 1192 students. The Comprehensive Meta Analysis v2.0 (CMA) statistical program has been used to determine the impact sizes of the studies, the publication errors, the heterogenity levels and the moderators variable analysis. Data collection has been used by Yök National Thesis Center, Ulakbim Social Sciences Database, Google Academic and ResearchGate databases. The results of the analyses found that the studies involved in the meta analysis were in heterogeneous structure. In the analysis of the data depending on the heterogenity rate, the impact sizes used by the random effects model are calculated by Hedge's g. The analysis found that student-centered teaching practices have a strong level of influence on the development of speech skills (Hedge’s g=1.375). On the other hand, the study has also studied the moderator variables (learning level, year of publication, type of publication, sample size, time of experiment, speaking type, teaching practices), determined that the variables other than sample size are not statistically significantly differentiated. Keywords: student-centered teaching practices, speech skills, meta analysis.

Anahtar Kelimeler:

Özet:

The aim of this research is to investigate the effect of student-centered teaching practices on the development of speaking skills. In this direction, 24 experimental studies, which met the inclusion criteria and were conducted between 2005 and 2022, were examined in terms of various variables by meta-analysis method. The total sample size of the studies included in the meta-analysis consisted of 1192 students, 600 students in the experimental group and 592 students in the control group. Comprehensive Meta Analysis v2.0 (CMA) statistical program was used to determine the effect sizes, publication biases, heterogeneity levels and moderator variable analyzes of the studies. Yök National Thesis Center, Ulakbim Social Sciences Database, Google Scholar and ResearchGate databases were used to collect the data. As a result of the analysis, it was seen that the studies included in the meta-analysis were heterogeneous. In the analysis of the data, the Random Effects Model was used depending on the heterogeneity rate, and the effect sizes were calculated with Hedge's g. According to the results of the analysis, it was seen that the effect of student-centered teaching practices on the development of speaking skills had a strong effect (Hedge's g = 1.375). On the other hand, the moderator variables of the study (level of education, year of publication, type of publication, sample size, duration of the experiment, type of speech, teaching practices) were also examined, and it was determined that the variables, except for the sample size, did not differ statistically significantly. Keywords: student-centered teaching practices, speaking skill, meta-analysis