inujfe İnönü University Journal of the Faculty of Education 1300-2899 2149-9683 İnönü Üniversitesi 10.17679/inuefd.298059 Ters Yüz Edilmiş Yabancı Dil Sınıfında Öğrencilerin Öz-Düzenleyici Öğrenme Becerileri ve Akademik Başarıları Arasındaki İlişki Relationships Between Students’ Self-regulated Learning Skills and Academic Achievements in a Flipped EFL Classroom Öztürk Mücahit AKSARAY ÜNİVERSİTESİ Çakıroğlu Ünal KARADENİZ TEKNİK ÜNİVERSİTESİ 08 31 2018 19 2 21 35 03 15 2017 03 31 2018 Copyright © 2002, İnönü University Journal of the Faculty of Education 2002 İnönü University Journal of the Faculty of Education

Son yıllarda yükseköğretimde yaygınlaşmaya başlayanTers yüz sınıf modeli (TYS), öğrencilerin evde etkileşimli teknolojileraracılığıyla ders içeriğini öğrendikleri, yüz yüze öğrenme ortamında iseöğrenci merkezli etkinlikler ile öğrenilen bilgilerin uygulanmasınıyapabilecekleri bir modeldir. Bu araştırmanın amacı TYS modeliyle tasarlananöğrenme ortamında öğrencilerin öz-düzenleyici öğrenme berilerinin düzeyinibelirleyerek akademik başarıları ile öz-düzenleyici öğrenme arasındaki ilişkiyiincelemektir. Araştırma bir devlet üniversitesinin MYO Muhasebe bölümündeöğrenim gören 24 öğrenciyle haftada 4 saat olarak işlenen Yabancı Dil dersindeyürütülmüştür. Araştırmanın sonunda TYS modeliyle tasarlanan öğrenme ortamındaöğrencilerin amaç belirleme, ortam düzenleme, görev stratejileri veöz-değerlendirmesinin yüksek düzeyde; zaman yönetimi ve yardım arama düzeyinin ortadüzeyde geliştiği belirlenmiştir. Öğrencilerin akademik başarıları ile görevstratejileri, öz-değerlendirme ve öz-düzenleyici öğrenme toplam puanlarıarasında güçlü ilişki görülmüştür. Diğer taraftan öğrencilerin, akademikbaşarıları ile amaç belirleme ve ortam düzenleme arasında orta düzeyde ilişkiortaya çıkmıştır. Öğrencilerin akademik başarıları ile zaman yönetimi ve yardımarama becerileri arasında zayıf ilişki belirlenmiştir. Çalışmanın yabancıl dilderslerinde TYS modeli uygulamaları için tasarım ve uygulayıcılara öz-düzenleyiciöğrenmeyi belirleme ve geliştirme yönüyle örnek olabileceği düşünülmektedir.

In recent years, Flippedclassroom model (FCM), has become increasingly popular in higher education. Withthe model students can study on the content of the course through interactivetechnologies at home, and practice on the tasks with student-centeredactivities in the F2F learning environment. The motivation for this relationalstudy was to address the relationship between self-regulated learning skillsand academic achievements that higher education students held in Flipped EFLcourse. The resultsindicate that the self-regulated learning skills goal setting, environment structuring,task strategies and self-evaluation of the students were developed in highlevel; time management and help seeking skills are found to be moderate in the flippedimplementation. There was a strongcorrelation between the academic achievement and task strategies, self-evaluationsub-skills of self-regulated learning skills. Additionally, there was amoderate relationship between academic achievement and goal setting,environment structuring skills and a modest relationship between the academicachievement of the students and the time management and help seeking level werenoted. The results provide implications for course designers and instructorswho desire to provide a better flipped experience for higher educationstudents.

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