Sınıf İçi Öğrenmeyi Güçlendirmek: Müfredatı Destekleyen Konuşma Programlarının Yabancı Dil Olarak İngilizce Öğretim Programındaki Rolü

Abstract

Dil öğrenenler, hem sınıf içi pratik yaparak hem de dil becerilerini gerçek hayatlarında uygulayarak hedef dilde yeterlilik kazanırlar. Bu, öğrendikleri dili sınıf dışında etkili bir şekilde kullanmak için yaratıcı kapasitelerinden yararlanmayı içerir. Ancak yabancı dil öğrenenlerin, konuşulan ana dilin kendi ana dilleri olduğu ortamlarda hedef dili pratik etme fırsatları genellikle sınırlıdır. Ayrıca, bu tür dış ortamlarda dil etkileşimlerini ve ilerlemelerini izlemek ve değerlendirmek zordur. Bu çalışma, okul içinde ve dışında bir uygulama olarak EFL öğrencileri için özel olarak hazırlanmış bir müfredat dışı konuşma programındaki öğrencilerin deneyimlerini keşfetmeyi amaçlamaktadır. Bu çalışmanın katılımcıları, Türkiye'deki bir devlet üniversitesinin Yabancı Diller Bölümünde İngilizce programına devam eden 30 hazırlık sınıfı öğrencisidir. Bu çalışmada, programdaki bir sorun üzerine düşünmek için bir eylem araştırması tasarımı uygulanmıştır. Veriler, yarı yapılandırılmış görüşmeler, öğretim elemanının saha notları ve ders dışı konuşma programındaki grup liderlerinin sınıf dışındaki toplantılarla ilgili yansıtıcı raporları aracılığıyla toplanmıştır. Bulgular, öğrencilerin konuşma performanslarında, akademik gelişimlerinde, sosyal etkileşimlerinde ve psikolojik refahlarında önemli gelişmeler olduğunu ortaya koymuştur. Bu sonuçlar, benzer müfredat dışı programların standart müfredata entegre edilmesinin öğrenci katılımını, güvenini ve bütünsel gelişimini artırabileceğini, aynı zamanda daha güçlü iletişim becerilerini teşvik edebileceğini ve örgün eğitim ile pratik dil kullanımı arasındaki boşluğu doldurabileceğini göstermektedir.

Keywords

• Yabancı dil
• ELT müfredatı
• Müfredat dışı konuşma programı
• İngilizce öğrenenler

Augmenting In-Class Learning: The Role of Extracurricular Speaking Programs in EFL Curriculum

Abstract

Language learners achieve proficiency in the target language through both in-class practice and the application of their linguistic skills in real-world contexts. This process requires them to draw on their creative abilities to use the language meaningfully beyond the classroom. However, foreign language learners often have limited opportunities to practice the target language in environments where their native language predominates. Additionally, it is challenging to monitor and evaluate their language interactions and progress in such external settings. This study aims to explore the experiences of students in an extracurricular speaking program tailored for EFL learners as an intervention out of the school context. The subjects of this study were 30 preparatory-year students who were in the English program in the Faculty of Foreign Languages at a public university in Turkiye. This study implemented an action research design to reflect on a problem in the program. The data was collected through semi-structured interviews, field notes of the instructor, and reflective reports of the group leaders in the extracurricular speaking program. The data was analyzed using a six-step thematic analysis, involving familiarization, coding, theme generation, review, definition, and write-up to systematically identify and interpret recurring patterns across the data. The findings revealed significant improvements in students' speaking performance, academic growth, social interaction, and psychological well-being. These results suggest that integrating similar extracurricular programs into the standard curriculum could enhance student engagement, confidence, and holistic development, while fostering stronger communication skills and bridging the gap between formal education and practical language use.

Keywords

• Foreign language
• ELT curriculum
• Extracurricular activities
• EFL learners

References

1. Ahmed, S. (2017). Authentic ELT materials in the language classroom: An overview. Journal of Applied Linguistics and Language Research, 4(2), 181-202. https://www.jallr.com/index.php/JALLR/article/view/551
2. Albayrak, H., & Şener, T. (2021). The relationship between participation in extracurricular activities and motivation of foreign language learning. International Journal of Psychology and Educational Studies, 8(2), 122-132. https://doi.org/10.52380/ijpes.2021.8.2.390
3. Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press. https://doi.org/10.1017/CBO9780511605963
4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
5. Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57-74. https://doi.org/10.1017/S0261444805002661
6. Byram, M. (2020). Teaching and assessing intercultural communicative competence. Multilingual Matters. https://doi.org/10.21832/BYRAM0244
7. Carr, W., & Kemmis, S. (1986) Becoming critical: Education, knowledge and action research. Falmer Press. https://doi.org/10.4324/9780203496626
8. Chang, C. W., Lee, J. H., Wang, C. Y., & Chen, G. D. (2010). Improving the authentic learning experience by integrating robots into the mixed-reality environment. Computers and Education, 55(4), 1572-1578. https://doi.org/10.1016/j.compedu.2010.06.023

9. Chun, J., & Cennamo, K. (2022). A theoretical model of peer learning incorporating scaffolding strategies. International Journal of Teaching and Learning in Higher Education, 33(3), 385-397. https://eric.ed.gov/?id=EJ1366167
10. Dai, D. W. (2023). What do second language speakers really need for real-world interaction? A needs analysis of L2 Chinese interactional competence. Language Teaching Research, 1-38. https://doi.org/10.1177/13621688221144836
11. DeKeyser, R. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press. https://doi.org/10.1017/CBO9780511667275
12. Demiröz, E. (2023). Teaching speaking skills through a multiperspective approach. Trakya Üniversitesi Sosyal Bilimler Dergisi, 25(Özel Sayı), 107-118. https://doi.org/10.26468/trakyasobed.1246802
13. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Routledge. https://doi.org/10.1017/s0272263107310061
14. Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press. https://doi.org/10.4000/asp.1805
15. Hellermann, J., & Cole, E. (2009). Practices for social interaction in the language-learning classroom: Disengagements from dyadic task interaction. Applied Linguistics, 30(2), 186-215. https://doi.org/10.1093/applin/amn032
16. Kaoropthai, C., Natakuatoong, O., & Cooharojananone, N. (2019). An intelligent diagnostic framework: A scaffolding tool to resolve academic reading problems of Thai first-year university students. Computers & Education, 128, 132-144. https://doi.org/10.1016/j.compedu.2018.09.001
17. Kemmis, S., & McTaggart, R. (2005). Participatory action research: communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 559-603). Sage. https://doi.org/10.1080/09650790600975593
18. Kemmis, S., McTaggart, R., & Nixon, R. (Eds.) (2014). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
19. Khasawneh, M. A. S. (2021). The reality of extra-curricular educational activities from the viewpoint of students with learning difficulties in English language. Journal of Advanced Research, 7(11), 20-26. https://themultidisciplinaryjournal.com/assets/archives/2021/vol6issue2/6-2-13-161.pdf
20. Krashen, S. (1982). Principles and practice in second language acquisition. Prentice-Hall. https://doi.org/10.2307/3586656
21. Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage.
22. Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural theory and second language development. In B. van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 207–226). Routledge.
23. Lazar, A. (2018). Extracurricular activities for fostering language and literature in primary school. Proceedings of the 10th annual International Conference on Electronics, Computers and Artificial Intelligence (pp. 1-4). https://doi.org/10.1109/ecai.2018.8679023
24. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34–46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x
25. Lewin, K. (1948). Resolving social conflicts: Selected papers on group dynamics. Harper & Row. https://doi.org/10.2307/2086832
26. Li, P., & Jeong, H. (2020). The social brain of language: grounding second language learning in social interaction. Science of Learning, 5(1), 8. https://doi.org/10.1038/s41539-020-0068-7
27. Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
28. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://doi.org/10.1016/0147-1767(85)90062-8
29. Long, M. H. (1981). Input, interaction, and second-language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition (Annals of the New York Academy of Sciences, Vol. 379, pp. 259-278). New York Academy of Sciences. https://doi.org/10.1111/j.1749-6632.1981.tb42014.x
30. Nguyen, C. T. (2019). Enhancing the quality of foreign language learning through extracurricular programs for vietnamese students. Education and Linguistics Research, 5(2), 1-20. https://doi.org/10.5296/elr.v5i2.14980
31. Nimchahi, A. B., Jamshedov, P., & Salimi, A. K. (2019). The effect of extra-curricular activities on socio-cultural competence of EFL students. Critical Literary Studies, 1(2), 99-121. https://doi.org/10.34785/J014.2019.158
32. Nunan, D. (2005). An introduction to task-based language teaching. The Asian EFL Journal Quarterly, 7(3), 25-28. https://doi.org/10.1017/CBO9780511667336
33. Oura, G. K. (2001). Authentic task-based materials: Bringing the real world into the classroom. Sophia Junior College Faculty Bulletin, 21, 65-84. https://esoluk.co.uk/calling/pdf/Authentic_Task_Based_Materials.pdf
34. Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage.
35. Radenski, A. (2009). Freedom of choice as motivational factor for active learning. ACM SIGCSE Bulletin, 41(3), 21-25. https://doi.org/10.1145/1595496.1562891
36. Ranciere, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press.
37. Reason, P., & Bradbury, H. (Eds.). (2008). The SAGE handbook of action research: participative inquiry and practice (2nd ed.). Sage. https://doi.org/10.1080/1743727X.2014.937521
38. Rebuschat, P., & Williams, J. N. (2012). Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics, 33(4), 829-856. https://doi.org/10.1017/S0142716411000580
39. Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28, 147-169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f
40. Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press. https://doi.org/10.1017/9781009024600
41. Said, M. M., Rita, F., Weda, S., & Rahman, F. (2021). English language performance development through extracurricular activities at Faculty of Teacher Training and Education Tadulako University Palu. PalArch's Journal of Archaelogy of Egypt, 18(8), 388-403. https://repository.unhas.ac.id/id/eprint/11105/1/8528-Article Text-16716-1-10-20210520 %283%29.pdf
42. Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
43. Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110. https://doi.org/10.1207/s15326985ep3902_2
44. Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). Continuum. https://doi.org/10.5040/9781474212113.ch-004
45. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Center for Research on Education, Diversity & Excellence. https://escholarship.org/uc/item/65j213pt
46. Verga, L., & Kotz, S. A. (2013). How relevant is social interaction in second language learning?. Frontiers in Human Neuroscience, 7, 550. https://doi.org/10.3389/fnhum.2013.00550
47. Widdowson, H. G. (1998). Context, community, and authentic language. TESOL Quarterly, 32(4), 705-716. https://doi.org/10.2307/3588001