The Effects of Speaking Instruction via Whole Language Approach Collaborative Instructional Design on Preservice Teachers' Speaking Anxiety and Speaking Self-Efficacy

The aim of this study, which is a need in the field in the context of improving pre-service teachers' speaking skills, is to determine the effects of speaking instruction on pre-service teachers' speaking anxieties and speaking self-efficacy based on whole language approach collaborative instructional design. The study group of the study consists of 180 pre-service teachers, 140 of whom are girls and 40 are boys, who are 1st grade students attending different departments of the education faculty of X University, which can be reached with the appropriate sampling method, which is one of the non-selective sampling methods. The groups formed by taking into account the quality of efficacy criteria were planned in the context of collaborative instructional design, each of them for 13 weeks and carried out the activities to improve the speaking skills including (1) self-introduction, acquaintance; (2) thanking and apologizing, (3) speaking on the phone, (4) welcoming and farewell, (5) visiting speeches, (6) asking for directions and describing, (7) memorial and anniversary talks, (8) opening and presentation speeches, (9) chat and conversation, (10) asking and answering questions, (11) speaking with the officers, (12) debate and (13) interview. The research was designed according to a single group pretestposttest model was used in the quantitative dimension of the research. In the context of the experimental process, the groups formed by taking into account the efficacy criteria were planned in the context of collaborative instructional design, each of them for 13 weeks and carried out the activities to improve the speaking skills including (1) self-introduction, acquaintance; (2) thanking and apologizing, (3) speaking on the phone, (4) welcoming and farewell, (5) visiting speeches, (6) asking for directions and describing, (7) memorial and anniversary talks, (8) opening and presentation speeches, (9) chat and conversation, (10) asking and answering questions, (11) speaking with the officers, (12) debate and (13) interview. In order to collect quantitative data, "Speaking anxiety scale for pre-service teachers" developed by Sevim (2012) and the self-efficacy scale developed by Katranci and Melanlioglu (2013) is used and qualitative data were obtained by making phone calls with teacher candidates. The obtained data were analyzed with anova, t test and content analysis in the light of the findings, it has been concluded that pre-service teachers who receive collab