Çevrimiçi Uygulanan Senaryo Temelli Öğrenme Modelinin Üniversite Öğrencilerinin İngilizce Yazma Motivasyonuna ve Özyeterlik İnancına Etkisi

Year 2024, Volume: 24 Issue: 3, 1009 - 1034, 30.09.2024

Burcu Karafil , Aytunga Oğuz

https://doi.org/10.18037/ausbd.1417707

Abstract

Bu çalışmanın amacı, çevrimiçi senaryo temelli İngilizce yazma öğretiminin üniversite öğrencilerinin İngilizce yazmaya yönelik motivasyonlarına ve öz-yeterlik inançlarına etkisini araştırmaktır. Eylem araştırması olarak gerçekleştirilen araştırma, 2020-2021 eğitim-öğretim yılı güz döneminde Türkiye’nin Marmara Bölgesi’ndeki bir devlet üniversitesinin İngilizce hazırlık programına kayıtlı 14 öğrenciden oluşan bir grubu kapsamaktadır. Araştırma kapsamında sekiz senaryo etkinliği hazırlanmıştır. Öğrencilerin İngilizce yazma özyeterlik inançlarını ve motivasyonlarını arttırmak amacıyla eylem planları hazırlanmıştır. Eylem planlarının uygulanması dört döngü ve sekiz haftadan oluşmuştur. Araştırma verileri “İngilizce Yazma Motivasyon Ölçeği” ve İngilizce Paragraf Yazma Öz-yeterlik İnancı Ölçeği” kullanılarak elde edilmiştir. Verilerin analizinde verilerin normal dağılım gösterdiği durumlarda bağımlı gruplar t-testi kullanılırken, verilerin normal dağılım göstermediği durumlarda Wilcoxon işaretli sıra testi kullanılmıştır. Elde edilen nicel bulgulara göre, öğrencilerin İngilizce yazma konusundaki içsel motivasyonları artmıştır. Ayrıca, çevrimiçi senaryo temelli yazma eğitiminin öğrencilerin İngilizce yazma konusundaki öz-yeterlik inançlarını artırdığı görülmüştür. Bu sonuçlara dayanarak, çevrimiçi senaryo temelli yazma etkinliklerinin İngilizce yazma öğretimine dahil edilmesi gerektiği açıktır.

Keywords

İngilizce Yazma Becerisi, Çevrimiçi Öğrenme, Senaryo Temelli Öğrenme, Öz Yeterlik İnancı, Yazma Motivasyonu

The Effect of Online Scenario Based Learning on English Writing Motivation and Self-Efficacy Beliefs of University Students

Abstract

The aim of this research is to investigate the impact of online scenario-based English writing instruction on the motivation for English writing and self-efficacy beliefs among university students. The research, conducted as action research, involved a group of 14 students enrolled in the English preparatory program at a state university in the Marmara Region of Türkiye during the fall semester of the 2020-2021 academic year. Eight scenario activities were prepared as part of the online scenario-based English writing instruction. Action plans were developed to enhance students’ writing motivation and self-efficacy beliefs. The implementation of the prepared action plans consisted of four cycles and eight weeks. To collect data, the “English Writing Motivation Scale” and the “English Paragraph Writing Self-Efficacy Scale” were used. Dependent groups t-test was applied to compare the mean scores on the same sample group, and Wilcoxon signed-rank test was used when the data did not exhibit a normal distribution. Quantitative analysis revealed a significant increase in students’ intrinsic motivation to write in English following the online scenario-based English writing instruction. Additionally, it was observed that online scenario-based writing instruction enhanced students’ self-efficacy beliefs in writing in English. These promising results suggest the incorporation of online scenario-based writing activities in English writing instruction.

Keywords

English Writing Skill, Online Learning, Scenario-Based Learning, Self-Efficacy Beliefs, Writing Motivation

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