Abstract:

The purpose of the present study is to examine the impact of teaching activities organized according to 7E model on the secondary school 6th grade students' achievements, attitudes, and retention in English courses. The study was conducted on a total of 60 6th grade students studying in two different classes of IMKB (Istanbul Stock Exchange) Secondary School in the province of Konya in 2013-2014 school year. Quasi-expertimental design which aims at presenting the cause and effect relations was used in the study. To that end, two different groups; experimental group, and control group were assigned. While assigning the groups, English Course Achievement Test and English Course Attitude Scale were conducted as pre-test on the 7 different 6th grade classes in the aforesaid school and two of these classes which have no significant difference in terms of achievement and attitude were assigned as experimental and control groups. Teaching activities organized according to 7E model were implemented on the experimental group for 12 weeks; and activities in the regular curriculum were implemented on the control group for 12 weeks. Following the implementation, English Course Achievement Test and English Course Attitude Scale were conducted on both groups as posttest. 4 weeks after the implementation, retention test was conducted on both groups. T-test was carried on the obtained data in order to test whether there is a significant difference between groups. As a result of the present study, it was found that activities organized according to 7E model contribute to students' achievements, attitudes, and retention at a significant level. The present study is important in terms of bringing the teaching activities organized according to 7E model in the literature in the field.

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