Ters yüz sınıf modeline dayalı etkinlik temelli öğretimin Türkçeyi yabancı dil olarak öğrenen öğrencilerin yazma becerilerine etkisi
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Tarih
2024
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Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada Türkçeyi yabancı dil olarak öğrenen öğrencilerin yazma becerilerinin ve yazma öz yeterliliklerinin gelişmesinde ters yüz sınıf modeline dayalı etkinlik temelli yazma eğitiminin etkisi incelenmiştir. Araştırma nicel araştırma desenlerinden ön test son test kontrol gruplu yarı deneysel desen ile yürütülmüştür. Araştırmanın çalışma grubunu, 2022-2023 eğitim-öğretim yılında Necmettin Erbakan Üniversitesi KONDİL'de B2 düzeyinde eğitim gören 15 deney, 15 kontrol grubu öğrencisi olmak üzere toplam 30 öğrenci oluşturmaktadır. Deney ve kontrol grupları yansız atama yolu ile belirlenmiştir. Deney grubunda B2 kurs süreci boyunca ters yüz öğrenmeye dayalı etkinlik temelli öğretim ile yazma eğitimi yapılırken kontrol grubunda mevcut programa uygun olarak dersler yürütülmüştür. Araştırmanın nicel verileri yabancı dil olarak Türkçe öğrenen öğrencilere yönelik hazırlanan "Yazılı Anlatım Dereceli Puanlama Anahtarı", "Yazma Becerisi Öz Yeterlilik Ölçeği" ve "Ön Test-Son Test Yazma Becerisi Sınavı" ile toplanmıştır. Araştırma verileri IBM SPSS Statistics Standard Concurrent User V 26 (IBM Corp., Armonk, New York, ABD) istatistik paket programında değerlendirilmiştir. Ölçümlerin karşılaştırılmasında ise Bağımlı Örneklerde t Testi kullanılmıştır. Araştırmanın sonuçlarına göre ters yüz edilmiş sınıf modeline dayalı etkinlik temelli yazma eğitimi uygulamalarının deney grubu öğrencilerinin yazma başarılarını ve yazma öz yeterliliklerini istatistiksel olarak anlamlı bir şekilde arttırdığı belirlenmiştir. Araştırmada kullanılan "Yazılı Anlatım Dereceli Puanlama Anahtarı" alt boyutları olan sayfa düzeni, başlık, plan ve işleyiş, dil ve anlatım ve yazım ve noktalama boyutlarının da deney grubu öğrencilerinin lehine anlamlı düzeyde yüksek olduğu sonucuna ulaşılmıştır. Araştırma sonucunda elde edilen bulgular neticesinde Türkçeyi yabancı dil olarak öğrenen öğrencilerin yazma becerileri ve yazma öz yeterliliklerinin geliştirilmesinde ters yüz sınıf modeline dayalı etkinlik temelli yazma çalışmalarının etkili olduğu sonucuna ulaşılmıştır.
In this research, the effect of activity-based writing education based on the flipped classroom model on the development of writing skills and writing self-efficacy of students learning Turkish as a foreign language was examined. The research was conducted with a pre-test post-test control group quasi-experimental design, which is one of the quantitative research designs. The study group of the research consists of a total of 30 students, including 15 experimental and 15 control group students, studying at the B2 level at Necmettin Erbakan University KONDİL in the 2022-2023 academic year. Experimental and control groups were determined by impartial assignment. While writing training was provided with activity-based teaching based on flipped learning throughout the B2 course period in the experimental group, lessons were conducted in accordance with the current program in the control group. The quantitative data of the research were collected with the "Written Expression Rubric", "Writing Skill Self-Efficacy Scale" and "Pre-Test-Post-Test Writing Skill Exam" prepared for students learning Turkish as a foreign language. Research data were evaluated in the IBM SPSS Statistics Standard Concurrent User V 26 (IBM Corp., Armonk, New York, USA) statistical package program. Dependent Samples t Test was used to compare the measurements. According to the results of the research, it was determined that activity-based writing education practices based on the flipped classroom model increased the writing success and writing self-efficacy of the experimental group students in a statistically significant way. It was concluded that the sub-dimensions of the "Written Expression Rubric" used in the research, namely page layout, title, plan and operation, language and expression, and spelling and punctuation, were significantly higher in favor of the experimental group students. As a result of the findings of the research, it was concluded that activity-based writing studies based on the flipped classroom model were effective in developing the writing skills and writing self-efficacy of students learning Turkish as a foreign language.
In this research, the effect of activity-based writing education based on the flipped classroom model on the development of writing skills and writing self-efficacy of students learning Turkish as a foreign language was examined. The research was conducted with a pre-test post-test control group quasi-experimental design, which is one of the quantitative research designs. The study group of the research consists of a total of 30 students, including 15 experimental and 15 control group students, studying at the B2 level at Necmettin Erbakan University KONDİL in the 2022-2023 academic year. Experimental and control groups were determined by impartial assignment. While writing training was provided with activity-based teaching based on flipped learning throughout the B2 course period in the experimental group, lessons were conducted in accordance with the current program in the control group. The quantitative data of the research were collected with the "Written Expression Rubric", "Writing Skill Self-Efficacy Scale" and "Pre-Test-Post-Test Writing Skill Exam" prepared for students learning Turkish as a foreign language. Research data were evaluated in the IBM SPSS Statistics Standard Concurrent User V 26 (IBM Corp., Armonk, New York, USA) statistical package program. Dependent Samples t Test was used to compare the measurements. According to the results of the research, it was determined that activity-based writing education practices based on the flipped classroom model increased the writing success and writing self-efficacy of the experimental group students in a statistically significant way. It was concluded that the sub-dimensions of the "Written Expression Rubric" used in the research, namely page layout, title, plan and operation, language and expression, and spelling and punctuation, were significantly higher in favor of the experimental group students. As a result of the findings of the research, it was concluded that activity-based writing studies based on the flipped classroom model were effective in developing the writing skills and writing self-efficacy of students learning Turkish as a foreign language.
Açıklama
Anahtar Kelimeler
Türkçenin Yabancı Dil Olarak Öğretimi, Yazma Becerisi, Yazma Öz Yeterliği, Etkinlik Temelli Öğrenme, Ters Yüz Sınıf Modeli, Teaching Turkish As a Foreign Language, Writing Skill, Writing Self-efficacy, Activity Based Learning, Flipped Classroom Model
