Öz-düzenleme Stratejileri Öğretiminin Öğrencilerin İngilizce Başarılarına ve Tutumlarına Etkisi

Abstract

Bu çalışmada öz-düzenleme stratejilerine göre düzenlenen İngilizce dersinin öğrencilerin başarılarına ve tutumlarına etkisi incelenmiştir. Araştırmada deneysel yöntemin öntest-sontest kontrol gruplu deseni kullanılmıştır. Öğrencilerin İngilizce dersindeki başarıları ve İngilizce dersine yönelik tutumları araştırmanın bağımlı değişkenlerini oluşturmaktadır. Bu bağımlı değişkenler üzerindeki etkisi araştırılan bağımsız değişken ise araştırmacı tarafından öz-düzenleme stratejileri temel alınarak hazırlanan etkinliklerdir. Uygulama, 2008–2009 öğretim yılı, bahar yarıyılında,  Düzce Üniversitesi, Teknik Eğitim Fakültesi Mobilya ve Dekorasyon (23) ve Elektrik Eğitimi (24)  bölümlerinin 1. Sınıf öğrencileri ile yürütülmüştür.  Çalışmada, üç veri toplama aracı kullanılmıştır. Bu araçlar “İngilizce Hazırbulunuşluk Testi, İngilizce Başarı Testi ve İngilizce Tutum Ölçeği”dir. Öz-düzenleme stratejilerine göre düzenlenmiş ve sekiz hafta süren İngilizce dersi sonunda şu bulgulara ulaşılmıştır: Uygulama sonrasında İngilizce öğretiminde öz-düzenleme stratejileri kullanımına bağlı olarak öğrenci başarısının anlamlı düzeyde yüksek olduğu görülmüştür. Buna karşılık deney ve kontrol grupları arasında İngilizceye yönelik tutum puanlarında anlamlı bir farklılık bulunmamıştır.

Keywords

• Öz-Düzenleme Stratejileri, İngilizce Öğretimi, İngilizce Akademik Başarı, Tutum

The Effect of Self-Regulated Learning Strategies Instruction On Students’ English Achievement and Attitude

Abstract

This study aims to investigate the effects of English instruction including self-regulated learning strategies on students’ English achievement and attitude towards lesson. Pre-test-post-test control group design of experimental method was used in the study. The dependent variables consist of English achievement and attitude towards English. The independent variable of which effects on dependent variables investigated is the English instruction prepared by the researcher based on self-regulated learning. The instruction included the first classes of Furniture and Decoration (23) and Electrical Education (24) departments of Düzce University, Faculty of Technical Education, in 2008–2009 Academic year. Three data collection instruments were used in the study. These were; the Achievement Test, Readiness Test which were prepared by the researcher and English Attitude Scale. The following findings were obtained after eight weeks of English instruction which was integrated with self-regulated learning strategies: English achievement of the sample group increased significantly depending on the instruction integrated with self-regulated learning strategies. No significant difference was found in the points of English Attitude Scale between control and sample groups.

Keywords

• Self-regulated learning strategies, English instruction, English Achievement, Attitude

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