Öğretmen Eğitiminin Dil Öğretmenlerinin Yazılı Düzeltici Geri Bildirim Bilgisi Üzerindeki Etkisinin Açığa Çıkarılması

Year 2024, , 217 - 228, 30.06.2024

Pınar Kır , Nur Yigitoglu Aptoula

https://doi.org/10.17556/erziefd.1441772

Abstract

Bu çalışmada, İngilizce öğretmenlerinin yazma dersinde verdiği yazılı düzeltici geri bildirimlerin (WCF) nasıl ortaya çıktığı incelenmiştir. Ayrıca, bu çalışma, Türkiye’deki üniversitelerde yaygın bir mesleki gelişim uygulaması olarak kabul gören tek seferlik WCF eğitimi oturumunun etkililiğini, öğretmenlerin WCF kullanımındaki değişimlere bakarak değerlendirmiştir. Araştırmaya Türkiye'de bir yabancı diller yüksekokulunda öğretmenlik yapan, farklı deneyim ve eğitim düzeylerine sahip dört İngilizce yazma dersi öğretmeni gönüllü olarak katılmıştır. WCF eğitimi öncesinde eğitmenlerin WCF verdiği yedi öğrenci makalesi toplanmıştır. Ardından, öğretmenlerin WCF bilgisini geliştirmek amacıyla WCF türlerini, WCF formlarını, WCF aşamalarını, WCF'nin yararlarını ve bazı faydalı WCF ipuçlarını kapsayan bir saatlik bir eğitim verilmiştir. Eğitimin ardından, öğretmenler ek olarak yedi öğrenci makalesini daha WCF kullanarak notlandırmıştır. Veriler, yarı yapılandırılmış görüşmeler ve makalelere verilen WCF örneklerinin analizi yoluyla toplanmıştır. Veri analizi için eğitimde ele alınan tüm temaların yer aldığı bir değerlendirme listesi hazırlanmış ve röportaj temaları tematik analiz yöntemi kullanılarak değerlendirilmiştir. Sonuçlar, İngilizce yazma dersi öğretmenlerinin WCF felsefelerinin deneyim, okul politikaları ve yüksek lisans eğitiminin birleşimiyle nasıl şekillendiğini ortaya koymuştur. Ayrıca, tek seferlik eğitim programının öğretmenlerin WCF felsefelerini tamamen değiştirmese de onların pratik uygulamaları üzerinde bir miktar etki yarattığını da ortaya koymuştur.

Keywords

Yazılı düzeltici geri bildirim okuryazarlığı, ikinci dilde yazma, mesleki gelişim, yüksek öğrenim

Unlocking the Influence of Training on Language Instructors’ Written Corrective Feedback Literacy

Abstract

This study examined the formation of writing instructors' written corrective feedback (WCF) philosophies and evaluated the effectiveness of a one-shot WCF training session in facilitating teacher transformation in WCF practices, a common professional development practice to train in- service language instructors at universities. Four writing instructors, with varying levels of experience and educational background, teaching in a school of foreign languages in Türkiye volunteered for the study. Prior to the training, seven essays that the instructors provided WCF for were collected. To expand their knowledge of WCF, the instructors then participated in a one-hour WCF training program, which covered types of WCF, forms of WCF, stages of WCF, the benefits of WCF, and some helpful tips for WCF. After the training, the instructors assessed and provided WCF for an additional seven essays. Data were collected through semi-structured interviews and WCF analysis of essays and analyzed using a rubric including all themes covered in the training and a thematic analysis of interview themes. The results suggested instructors' WCF philosophies were shaped by a combination of experience, school policies, and master's education. Furthermore, while the one-shot training program did not entirely transform the instructors' WCF philosophies, it had some impact on their practices.

Keywords

written corrective feedback literacy, L2 writing, professional development, higher education

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