Evaluation of the English-Speaking Proficiency Learning Domain of Students Engaged in Intensive Foreign Language Education

This study aims to evaluate the speaking skills learning area in the 2019 English Language Curriculum in terms of 6th grade students receiving intensive foreign language education. A holistic single case design, one of the case study designs, was used in the study. The research group was formed by “convenience sampling” and “criterion sampling” methods from purposive sampling methods. The sample of the study consisted of 6th grade students and English teachers of Imam Hatip middle schools providing intensive foreign language teaching affiliated to the General Directorate of Religious Education in Balıkesir province. Within the scope of the study, 15 volunteer students and 10 volunteer teachers were interviewed. A semi-structured interview form developed by the researcher was used as a data collection tool. Descriptive analysis and content analysis methods were preferred to analyze the data obtained. The results show that students do not have enough time to speak English in the lessons, that they experience speaking anxiety, and that they are expected to make the lessons more fun and to switch to a practical and game-oriented teaching process. In addition, it was also observed that English lessons focus more on reading and writing skills than speaking skills in the four basic skills areas.