İngilizce Hazırlık Biriminde Görev Yapan Öğretim Elemanlarının Yazılı Düzeltici Dönüte Yönelik İnanç ve Uygulamaları

Year 2025, Volume: 13 Issue: 2, 484 - 499, 27.10.2025

Ayşenur Kör , Mehmet Fikret Arargüç

https://doi.org/10.18795/gumusmaviatlas.1688546

Abstract

Yabancı dilde yazma eğitimi oldukça karmaşık ve çok yönlü bir süreçtir. Bu zorlu süreçte eğitimciler daha iyi bir yazma eğitimi verebilmek için birçok farklı yönteme başvurabilmektedir. Bu yöntemlerden biri olan yazılı düzeltici dönüt (YDD) eğitimcilerin öğrencilerin hatalarına verdikleri tepkiler olarak tanımlanabilmektedir. Yabancı dil sınıflarında yazılı düzeltici dönüt kullanımı araştırmacılar arasında süregelen bir tartışma konusudur. Bazı araştırmacılar YDD’nin faydalı olduğunu ve sınıfta kullanılması gerektiğini öne sürerken diğerleri bazı nedenlerden dolayı kesinlikle kullanılmaması gerektiğini öne sürmektedir. Ancak kesin bir sonuca varılabilmesi için bu alanda daha fazla çalışmaya ihtiyaç vardır. Mevcut araştırmalar genellikle YDD’nin etkililiğini, türlerini ve EFL öğrencilerinin dönüte yönelik tutumlarını incelemektedir. Nitekim YDD etkisi değerlendirilirken sadece öğrenci gözünden değil, eğitimci gözünden de uygulamaya bakılmalıdır. Bu nedenle bu çalışmanın temel amacı bir İngilizce hazırlık programında görev yapan öğretim elemanlarının YDD’ye ilişkin görüşlerini incelemek ve bu görüşlerle gerçek uygulamaları arasındaki uyumu araştırmaktır. Bu amaç doğrultusunda bir devlet üniversitesinde İngilizce hazırlık programında yazma dersleri veren üç öğretim elemanıyla yarı-yapılandırılmış görüşmeler gerçekleştirilmiş ve uygulama örnekleri toplanmıştır. Görüşmelerde katılımcıların eğitim geçmişi, mesleki deneyimleri ve YDD hakkındaki inançlar sorgulanırken toplanan YDD örnekleri gerçek sınıf uygulamalarının nasıl şekillendiğini ortaya koymuştur. Bu veriler ışığında öğretim elemanlarının inançları ile uygulamaları arasındaki tutarsızlıklar ve bu tutarsızlıklara yol açan faktörler analiz edilmiştir. Çalışma sonuçlarına göre öğretim elemanlarının ders yüklerinin fazla olması, sınıfların kalabalık olması ve ders saatlerinin yetersizliği gibi sebeplerden öğretim elemanları yabancı dil eğitiminde istedikleri uygulamaları tam olarak gerçekleştirememektedir. Sonuç olarak makalede bu farklılıkların nedenleri tartışılmış ve pedagojik çözüm önerileri sunulmuştur.

Keywords

Yazılı Düzeltici Dönüt , EFL , Yabancı Dil Eğitimi , Yabancı Dilde Yazma Eğitimi.

Teaching Staff’s Beliefs and Practices towards Written Corrective Feedback in English Preparatory School

Abstract

Teaching writing in a foreign language is a highly complex and multifaceted process. In this challenging process, educators can utilize many different methods to provide better writing education. One of these methods, written corrective feedback (WRF), can be defined as the reactions educators give to students' mistakes in writing. The use of WCF in foreign language classes is an ongoing debate among researchers. While some researchers argue that written corrective feedback is beneficial and should be used in the classroom, others state that it should be avoided for several reasons. However, more studies are needed to elucidate the effectiveness of written corrective feedback in reaching a consensus. Current studies in this field generally cover the effectiveness of written corrective feedback, its types, and EFL students' attitudes towards feedback. However, when investigating the efficacy of written corrective feedback, it should be delved into not only from the perspective of students but also from the perspective of educators. Therefore, the study aims to reveal the opinions of teaching staff working in an English preparatory program regarding WCF and to investigate the consistency between these opinions and their actual practices. For this purpose, semi-structured interviews were conducted with three teaching staff who teach writing in the English preparatory school at a state university, and they provided practice examples. In the interviews, information was obtained about the teaching staffs` educational background, years of experience, and their beliefs about written corrective feedback. Additionally, how they applied written corrective feedback was examined in the requested practice examples. According to the results of the study, the instructors cannot fully implement the practices they want in foreign language education due to reasons such as heavy course loads, crowded classes, and insufficient lesson hours. Thus, the mismatches between their beliefs and practices and the factors that cause these mismatches were examined. As a result, the reasons for these mismatches were discussed, and pedagogical solutions were proposed in the article.

Keywords

Written Corrective Feedback , EFL , Foreign Language Education , Foreign Language Writing Education.

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