Author :
Abstract
Bu çalışma, daha önce yapılmış ve deneyimin öz-yeterlik algısını etkilediğini iddia eden çalışmaların savlarını test etmektedir. Çalışma kapsamında, katılımcıların dil öğrenme podkestlerini dinlemeleri ve ilgili görev-temelli aktiviteleri yapmaları sağlanarak, bu e-öğrenme deneyimlerinin İngilizce öz-yeterlik algısı üzerindeki muhtemel etkileri incelenmektedir. Çalışma üniversite birinci sınıf öğrencilerinin başlangıç, orta ve ileri düzeyde dinleme, konuşma, okuma ve yazma becerileri ile ilgili öz-yeterlik algılarına yoğunlaşmaktadır. Çalışmada katılımcıların motivasyon ve beklentiler ile ilgili öz-yeterlik algıları da incelemektedir. 187 kişilik rastlantısal olmayan uygunluk örneklemine 12 haftalık podkestlerle dil öğrenme programının başında ve sonunda İngilizce Öz-yeterlik Algısı Ölçeğinin verildiği bu yarı-deneysel çalışma ön-test¬—son-test araştırma desenine sahiptir. Toplanan veriler betimsel istatistikler ve Wilcoxon işaretli sıra testi kullanılarak analiz edildi. Wilcoxon testi sonuçları katılımcıların duyduğunu anlama, konuşma ve okuma becerileri ile ilgili algılarında istatistiksel olarak anlamlı bir fark olduğunu göstermiştir. Yazma becerisi ile ilgili öz-yeterlik algısının da kayda değer biçimde geliştiği görülmüştür. Bu bulgular, yeni teknoloji-temelli uygulamaların yabancı dil öğrenmeye olumlu etkide bulunduğu görüşünü desteklemektedir. Ancak, katılımcıların ileri seviyedeki hikâyeleri okuma ve anlama ile ilgili öz-yeterlik algılarında anlamlı bir gelişme gözlenmemiştir. İleri İngilizce düzeyleri ile ilgili olarak katılımcıların öz-yeterlik algılarının olumlu yönde değişmemesi, podkestlerin ve ilgili aktivitelerin başlangıç düzeyinde olmasından ve program süresinin ileri İngilizce düzeylerine yönelik yüksek öz-yeterlik algısı için yetersiz olmasından kaynaklanmış olabilir.
Keywords
Abstract
Based on earlier research findings that experience affects self-efficacy perception, the present study probes into possible effects of E-learning experiences on English self-efficacy by enabling participants to listen to language learning podcasts repetitively and do related task-based activities. It focuses on first-year university students’ self-efficacy perceptions of listening, speaking, reading and writing at elementary, intermediate and advanced levels. Participants’ self-efficacy perceptions concerning motivation and expectations are also analyzed. The quasi-experimental study has a pretest-posttest research design, in which a non-random convenience sample of 187 university students were given the English Self-Efficacy Scale before and after a 12-week podcast-based language learning program. Collected data are analyzed by using descriptive statistics and the Wilcoxon signed rank test. Wilcoxon test results show that there is a statistically significant difference in participants’ perceptions of their listening comprehension, speaking, and reading skills. Self-efficacy perceptions concerning writing have improved significantly, as well. These findings support the idea that novel technology-based applications can have positive outcomes for language learning. However, participants’ self-efficacy perception concerning reading and understanding advanced level stories did not improve significantly. The finding that participants’ self-efficacy perceptions concerning advanced level of proficiency did not improve may be due to the fact that the level of the podcasts and related tasks covered by the program was elementary and that the program duration was insufficient for gaining high self-efficacy for advanced level skills in English.
Keywords
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