5E öğrenme modelinin Türkçeyi yabancı dil olarak öğrenen öğrencilerin yazmaya yönelik tutum ve yazma becerilerine etkisi
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Dosyalar
Tarih
2020
Yazarlar
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Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yabancıların Türkçe yazma becerilerini geliştirmeye yönelik hangi yöntemlerin etkili olacağı konusunda yeterli sayıda çalışma bulunmamaktadır. Bu durum, Türkçenin yabancı dil olarak öğretiminde yazma becerisinin çok çalışılmayan bir alan olduğunu göstermektedir. Bu sebeple bu çalışma, yapılandırmacı yaklaşımın bir ürünü olan 5E öğrenme modelinin, Türkçeyi yabancı dil olarak öğrenen öğrencilerin Türkçe yazmaya yönelik tutumlarına, yazma becerilerine etkisini sorgulamak ve yazma becerisi için kullanılan 5E öğrenme modeliyle ilgili öğrenci görüşlerini belirlemek amacıyla gerçekleştirilmiştir. Araştırma, ön test - son test kontrol gruplu yarı deneysel desen modelinde tasarlanmıştır. Araştırma, Hatay Mustafa Kemal Üniversitesi TÖMER'de eğitim gören 78 öğrenci ile yürütülmüştür. Bu öğrencilerin 37'si deney grubunu, 41'i ise kontrol grubunu oluşturmaktadır. Deney grubunda araştırmacı tarafından 5E öğrenme modeline uygun şekilde hazırlanan 5E Modeline Uygun Yazma Etkinlikleri Kitabı, kontrol grubunda ise mevcut Türkçe öğretim setindeki yazma etkinlikleri kullanılarak yazma eğitimi verilmiştir. Uygulama, haftada 4 saat olmak üzere toplam 6 hafta sürmüştür. Veri toplama aracı olarak, tamamı araştırmacı tarafından geliştirilen "Kişisel Bilgi Formu", "Yabancı Dil Olarak Türkçe Öğretiminde Yazma Becerisi Tutum Ölçeği", "Yazma Formu", "Yabancı Dil Olarak Türkçe Öğretiminde Yazma Becerisi Analitik Rubriği" ve "5E Öğrenme Modelinin Uygulanmasına İlişkin Öğrenci Görüşme Formu" kullanılmıştır. Uygulama öncesinde deney ve kontrol grubundaki öğrenciler hakkında genel bilgi sahibi olmak için "Kişisel Bilgi Formu" kullanılmıştır. Öğrencilerin Türkçe yazmaya yönelik tutumlarını belirlemek için "Yabancı Dil Olarak Türkçe Öğretiminde Yazma Becerisi Tutum Ölçeği", yazma başarılarını belirlemek için ise "Yazma Formu" ve "Yabancı Dil Olarak Türkçe Öğretiminde Yazma Becerisi Analitik Rubriği" uygulama öncesinde ve sonrasında her iki gruptaki öğrencilere uygulanmıştır. Uygulama sonrasında deney grubundaki öğrencilerin uygulanan modele ilişkin görüşlerini belirlemek amacıyla araştırmacı tarafından geliştirilen "5E Öğrenme Modelinin Uygulanmasına İlişkin Öğrenci Görüşme Formu" kullanılmıştır. Veri toplama araçları ile elde edilen verilere ait ortalama, standart sapma, frekans ve yüzde değerleri betimlemeli istatistikle analiz edilmiştir. Araştırma problemlerinin çözümü için bağımsız örneklemler t-testi, bağımlı örneklemler t-testi, Mann-Whitney U testi ve Wilcoxon işaretli sıralar testi kullanılmıştır. Öğrenci görüşme formları, nitel veri değerlendirme tekniklerinden içerik analizi ve betimsel analiz teknikleri ile değerlendirilmiştir. Yapılan deneysel çalışmada yazma eğitiminin, 5E öğrenme modeline uygun şekilde yapıldığı deney grubu ile mevcut öğretim programına göre yapıldığı kontrol grubu öğrencilerinin tutum ve yazma başarısı puan ortalamaları arasında deney grubu lehine istatistiksel olarak anlamlı bir fark olduğu belirlenmiştir. Nitel bulgular da bu farkı destekler niteliktedir. Çalışmanın sonunda, 5E öğrenme modelinin Türkçeyi yabancı dil olarak öğrenen öğrencilerin Türkçe yazmaya yönelik tutumlarına ve yazma başarılarına anlamlı düzeyde katkı sağladığı ortaya çıkmıştır.
There have been limited number of studies on methods to develop Turkish as a foreign language learners' writing skill. This indicated that writing skill in teaching Turkish as a foreign language has not been investigated adequately. Thus, this study was carried out with the aim of investigating impact of 5E learning model on Turkish as a foreign language learners' attitudes towards writing and writing skills and of determining their views on 5E learning model used for writing skill in this study. The study was designed as quasi-experimental model with pretest-posttest control group. The research was carried out with 78 students studying at Hatay Mustafa Kemal University TÖMER (Turkish Language Teaching Center). The treatment group consisted of 37 students while the control group included 41 students. The writing instruction was held by using "The Book of Writing Activities Based on 5E Model" developed by the researcher in the treatment group, and by using writing activities included in the current Turkish language teaching book set in the control group. The intervention lasted for 6 weeks – 4 hours per week. As data collection tools, "Personal Information Form", "Scale of Attitude towards Writing Turkish as a Foreign Language", "Writing Form", "Analytical Rubric for Assessing Writing Turkish as a Foreign Language" and "Student Interview Form for Getting Information about Implementation of 5E Learning Model", all of which were developed by the researcher. The "Personal Information Form" was used to obtain general information about the students in the treatment and control groups before the intervention. The "Scale of Attitude towards Writing in Turkish as a Foreign Language" to determine the students' attitudes, "Writing Form" and "Analytical Rubric for Assessing Writing in Turkish as a Foreign Language" to determine their writing achievement were employed in both groups before and after the intervention. Furthermore, the "Student Interview Form for Getting Information about Implementation of 5E Learning Model" was used in order to receive the treatment group students' views towards the model following the intervention. Mean, standard deviation, frequency and percentage values regarding the data obtained through the data collection tools were analyzed by descriptive statistics. Independent samples t-test, dependent samples t-test, Mann-Whitney U test and Wilcoxon's signed ranks test were employed to solve the research problems. The student interview forms were assessed by using techniques of content analysis and descriptive analysis. It was concluded in this empirical research that there was a statistically significant difference between attitude and writing achievement mean scores of the treatment group students on whom the writing instruction was given based on 5E learnings model and of the control group students on whom the writing instruction was conducted based on the current instructional program, and the difference was in favor of the treatment group. The qualitative data confirmed this difference. At the end of the study, it was revealed that 5E learning model contributed significantly to attitudes and writing achievement of the students learning Turkish as a foreign language.
There have been limited number of studies on methods to develop Turkish as a foreign language learners' writing skill. This indicated that writing skill in teaching Turkish as a foreign language has not been investigated adequately. Thus, this study was carried out with the aim of investigating impact of 5E learning model on Turkish as a foreign language learners' attitudes towards writing and writing skills and of determining their views on 5E learning model used for writing skill in this study. The study was designed as quasi-experimental model with pretest-posttest control group. The research was carried out with 78 students studying at Hatay Mustafa Kemal University TÖMER (Turkish Language Teaching Center). The treatment group consisted of 37 students while the control group included 41 students. The writing instruction was held by using "The Book of Writing Activities Based on 5E Model" developed by the researcher in the treatment group, and by using writing activities included in the current Turkish language teaching book set in the control group. The intervention lasted for 6 weeks – 4 hours per week. As data collection tools, "Personal Information Form", "Scale of Attitude towards Writing Turkish as a Foreign Language", "Writing Form", "Analytical Rubric for Assessing Writing Turkish as a Foreign Language" and "Student Interview Form for Getting Information about Implementation of 5E Learning Model", all of which were developed by the researcher. The "Personal Information Form" was used to obtain general information about the students in the treatment and control groups before the intervention. The "Scale of Attitude towards Writing in Turkish as a Foreign Language" to determine the students' attitudes, "Writing Form" and "Analytical Rubric for Assessing Writing in Turkish as a Foreign Language" to determine their writing achievement were employed in both groups before and after the intervention. Furthermore, the "Student Interview Form for Getting Information about Implementation of 5E Learning Model" was used in order to receive the treatment group students' views towards the model following the intervention. Mean, standard deviation, frequency and percentage values regarding the data obtained through the data collection tools were analyzed by descriptive statistics. Independent samples t-test, dependent samples t-test, Mann-Whitney U test and Wilcoxon's signed ranks test were employed to solve the research problems. The student interview forms were assessed by using techniques of content analysis and descriptive analysis. It was concluded in this empirical research that there was a statistically significant difference between attitude and writing achievement mean scores of the treatment group students on whom the writing instruction was given based on 5E learnings model and of the control group students on whom the writing instruction was conducted based on the current instructional program, and the difference was in favor of the treatment group. The qualitative data confirmed this difference. At the end of the study, it was revealed that 5E learning model contributed significantly to attitudes and writing achievement of the students learning Turkish as a foreign language.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
