Lisansüstü EFL Öğrencilerinin Ikinci Dilde Yazma Üzerine Öğretmenler Tarafindan Verilen Geribildirime Yönelik Bakış Açıları

Year 2019, Volume: 9 Issue: 2, 537 - 555, 16.09.2019

Mosab İsmail Banat Nayef Jomaa Jomaa , Ahmad Affendi Shabdin

Abstract

Yazılı düzeltme geribildirimlerinin öğrencilerin yazma yetkinliğini geliştirmedeki verimliliği son zamanlarda geniş ölçüde tartışılmıştır. Ancak, oldukça az sayıda çalışma öğrencilerin edinegeldiği geribildirimlere dair bakış açılarını ele almıştır. Dolayısıyla, bu çalışmada kodlamalı düzeltme geribildirimlerine dair bakış açıları incelenmiştir. Araştırma Universiti Utara Malaysia’da hızlandırılmış İngilizce kursunda okuyan lisansüstü öğrencilerle yapılan yarı-yapılandırılmış görüşmeler vasıtasıyla nitel bir yaklaşım sergilemektedir. Öğrenciler bu amaca yönelik seçilmiş ve yeterlilik seviyelerine göre gruplandırılmıştır. Bu öğrenciler iki yazı ödevine dair doğrudan ve dolaylı kodlamalı olmak üzere iki türlü geribildirim almıştır. Daha sonra, öğrenciler ayrı ayrı mülakata alınmıştır. Edinilen veri, açık ve eksensel kodlama teknikleri kullanarak tematik çözümlemelerde bulunmak üzere şahsen-manüel bir şekilde incelenmiştir. Bulgular göstermektedir ki tüm katılımcılar düzenli aralıklarla yapılan düzeltme geribildirimlerine ihtiyaç duymaktadır. Katılımcılar doğrudan geri dönütün açık ve kolay bir geribildirimde bulunma yöntemi olduğunu ve hatalarının düzeltilmesinde öğretmenler tarafından ortaya konan ilgiyi gösterdiğini dile getirmektedir. Diğer yandan, doğrudan yapılan düzeltme geri dönütlerinin kendi üzerlerinde olumsuz psikolojik etkilere neden olabileceğini göstermişlerdir. Dolaylı kodlamalı geribildirimde ise katılımcılar bu türün bağımsız öğrenciler olarak kendi öz güvenlerini artırdığını belirtmişlerdir. İlaveten, bunun öğrenciler için hem zaman hem de güç sarf ettirici olduğunu yansıtmışlardır. Mevzubahis bulgular, en etkili düzetme geribildirim türünü saptamada öğretmenlere yardımcı olarak eğitimsel bir işlev kazanabilir.

Keywords

İkinci Dilde Yazma, Düzeltme Geribildirimi

EFL Postgraduate Students’ Perspectives towards Teachers’ Feedback on L2 Writing

Abstract

The effectiveness of written corrective feedback in improving students’ writing proficiency has been widely studied recently. However, the students’ perspectives towards the feedback they receive have been considered by only few studies. Therefore, the perspectives towards the coded corrective feedback were explored in the current study. The study adopted a qualitative approach employing semi-structured interviews with ten postgraduate students studying Intensive English Course at Universiti Utara Malaysia. The students were selected purposefully and were divided based on their proficiency levels. They received two types of feedback as Direct and Indirect Coded Feedback on two writing tasks. After that, they were interviewed individually. The data were analysed manually by making thematic analyses using open and axial coding techniques. The findings revealed that all the participants need Corrective Feedback on a regular basis. They stated that the direct feedback is clear and an easy way of providing feedback and shows their teachers’ interest in correcting their mistakes. On the other hand, they illustrated that the direct corrective feedback might have negative psychological effects on them. As for the indirect coded feedback, the participants stated that it increases their self-confidence as independent learners. In addition, they revealed that it is both time and effort-consuming for the learners. These findings could have pedagogical implications by helping teachers realize the most effective type of corrective feedback.

Keywords

L2 Writing, EFL Students

References

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