İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN ÖĞRENİCİLERİN YAZMA BECERİSİNİ GELİŞTİRMEK İÇİN HATA DÜZELTME KODLARI KULLANMA
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Abstract
Bu araştırma, öğrencilerin yazdıkları kompozisyonlara hata düzeltme kodları ile verilen geri dönütlerin öğrencilerin yabancı dilde yazma yeterlilikleri üzerindeki etkisini bulmak amacıyla yapılmıştır. Araştırma, Osmaniye Korkut Ata Üniversitesi Yabancı Diller Yüksekokulu'nda 2016-2017 Akademik Yılı Bahar döneminde yapılmış olup sekiz hafta sürmüştür. Çalışmanın katılımcıları olarak orta seviye İngilizce becerisine sahip yirmi beş öğrenci, uygun örnekleme yöntemine göre seçilmiştir. Bu çalışmanın veri toplama araçları başarı testi ve algı anketinden oluşmaktadır. Bu bağlamda başarı testi ‘Effective Academic Writing 1’ öğretmen kitabından alınırken algı anketi ise araştırmacı tarafından literatür ve bir uzmandan yardım alınarak hazırlanmıştır. Veri toplama araçlarıyla elde edilen veriler SPSS 25 istatistik paketi kullanılarak analiz edilmiş ve sonuçlar karşılaştırılmıştır. Araştırmanın bulguları, öğrencilere hata düzeltme kodları ile verilen geri dönütlerin öğrencilerin yazma yeterliliğini arttırdığını ve onların kompozisyonlarında daha az hata yapmalarını sağladığını göstermiştir. Çalışma aynı zamanda, öğrencilerin kompozisyonlarını ve yazma yeterliliğini geliştirmek için hata düzeltme kodları aracılığıyla geri bildirim alma konusunda olumlu fikirler geliştirdiklerini de göstermiştir.
Keywords
Abstract
This study was conducted in order to find out the effects of using error correction codes on the improvement of students’ writing proficiency. This research was conducted over eight weeks during the 2016-2017 Spring semester at the School of Foreign Languages of Osmaniye Korkut Ata University, Turkey. Twenty-five pre-intermediate level EFL students were selected according to the convenience sampling method as the participants of the study. The data collection instruments of this study consisted of an achievement test and a perception questionnaire with a Likert Scale. While the pre and post achievement tests were taken from the ‘Effective Academic Writing 1’ teachers’ book, the questionnaire was prepared by the researcher by making use of the related literature and the advice from an expert in the field. The data obtained through the data collection tools were analyzed by using SPSS 25 statistical package, and comparisons of the results were made by the researcher. The findings of the study demonstrated that giving written feedback and using error correction codes improved the writing proficiency of the students, and they committed fewer errors in their compositions. The result of the study also demonstrated that the students developed positive ideas about receiving feedbacks through error correction codes to improve their compositions and writing proficiency.
Keywords
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