Academic Integrity from the Perspective of Textual Ownership: A Study on L2 Writing Development

Year 2024, Volume: 13 Issue: 4, 823 - 836, 31.10.2024

Sibel Söğüt

Abstract

Akademik dürüstlüğü, ikinci dil ediniminde yazar duruşu ve metin sahipliği gelişimi bağlamında inceleyen bu araştırma yakınsayan karma desenle tasarlanmıştır ve İngilizce öğretmen adaylarının akademik dürüstlüğe dair görüşlerini incelemeyi; akademik dürüstlük ilkelerinin ihlal edilmesindeki olası nedenlere dair bakış açılarını ayrıntılamayı amaçlamıştır. Çalışmaya İngilizce öğretmenliği bölümü birinci sınıfta öğrenim gören 46 öğretmen adayı katılmıştır. Sormaca yoluyla toplanan nicel veriler betimsel istatistiklerle, katılımcıların senaryolara verdikleri yanıtlarla toplanan nitel veriler ise içerik analizi yöntemiyle incelenmiştir. Araştırmanın sonucunda öğrencilerin yazar duruşu ve akademik dürüstlüğün bağdaştırılması konusunda temel düzeyde bir bakış açılarının olduğu saptanmıştır. Öğrencilerin akademik dürüstlük ilkelerine uymama konusundaki sıraladıkları nedenler arasında ağır iş yükü, ödevlerin tamamlanması için verilen kısıtlı süre, hata yapma korkusu, bilgi, motivasyon ve özgüven eksikliği olduğu bulgulanmıştır. Öğrencilerin yanıtlarından yola çıkarak yazma süreçlerinde kendi görüşlerini açıklama konusundaki yeterliliklerinin az olmasının bir yazar duruşu oluşturmada engel olduğu sonucuna ulaşılmıştır. Bu bulgulardan yola çıkarak öğrencilerin yazma becelerinin edinim süreçlerinde akademik dürüstlük ilkelerine bağlı kalarak yazar duruşunu anlamalarını sağlama ve yazar duruşu konusundaki bakış açılarını zenginleştirme konusunda öğretim önerileri açımlanmıştır. Bu bulgular ve tartışma noktaları ışığında, akademik dürüstlük konusundaki söylem kalıplarının ve özelliklerinin yazmanın sosyal bir eylem, kimliklerin sunulması ve değerlerin açıklanması olarak düşünülmesi yoluyla yeniden kavramsallaştırılması önerilmiştir.

Keywords

Academic integrity, L2 writing development, authorial identity, pre-service English language teachers

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