The aim of this study is to determine the effect of bilingual Arab students on their role-playing activities on Turkish speaking anxiety. Within the scope of this aim, the experimental pattern with control group based on the pre-test and post-test measurements, which is one of the patterns used in the quantitative method, was used in the study. The study groups of the research consist of 6th grade students of a secondary school where students of Arab origin are educated in Güroymak district of Bitlis. 22 of the 6th grade students of Arab origin constituted the experimental group and 20 of them constituted the control group. The students in the experimental and control groups were determined by random assignment. While the role-playing activities developed by the researcher were carried out in the experimental group, the control group was given speech training in accordance with the MEB curriculum. Applications were carried out in Turkish classes for 8 weeks in the spring term of 2018-2019 academic year. Turkish Speech Anxiety Scale was used to collect pretest-posttest data. This scale was filled in by students in the pretest and posttest applications. SPSS 20.0 package program was used to analyze the data collected with the scale. In the analysis of normally distributed data, t-test, which is one of the parametric tests, was preferred. As a result of the experimental applications that lasted 8 weeks and 16 hours in total, it was determined that the training performed with role-playing activities gave more positive results on the bilingual Arabic-language students' Turkish-language anxiety compared to the activities proposed by MEB. This result reveals that role-based activities should be used more frequently in relieving students' speech anxiety.
Turkish speaking anxiety, Arabic, Turkish lesson