Yabancı Dil Eğitiminde Öz-Değerlendirmenin Gücü

Abstract

Kendi gelişimlerini görmelerini sağladığı için ve kişisel ihtiyaçlarına cevap verdiği için özerk dil öğreniminde özdeğerlendirmenin temel dil öğretim stratejisi olduğu yaygın olan bir görüştür. Son yirmi yıldır, öğrencileri öz-değerlendirme yapabilmeleri için eğitmek yaygın olarak kabul görmüştür ve birçok çalışmada da araştırılmıştır. Bu bilgiler ışığında, mevcut çalışma öz-değerlendirmenin İngilizce öğrenimine karşı tutumları ve yeterlilikleri artırması potansiyelini araştırmayı hedeflemiştir. Çalışmaya 2016-2017 akademik yılında Bülent Ecevit Üniversitesi Yabancı Diller Yüksekokulu Temel İngilizce Bölümü’nde öğrenim görmekte olan 265 öğrenci katılmıştır. Çalışmada test-tekrar test tekniği kullanılmıştır. Sonuçlar özdeğerlendirmenin öğrencilerin İngilizce öğrenmeye karşı tutumları üzerinde etkileyici bir fak yarattığını göstermiştir. Özdeğerlendirmenin Avrupa dil portfolyosu, öğrenme stili envanteri ve ünite odaklı kazanım listesi aracılığıyla geliştirildiğinin uygulamaları aktarılmıştır. Bu çalışma ayrıca öz-değerlendirmenin üniversite seviyesinde uygulanması ile ilgili pratik öneriler sunmaktadır

Keywords

• Öz-Değerlendirme, Dil Öğrenimi, Avrupa Dil Portfolyosu, Öğrenme Stili Envanteri, Ünite Odaklı Kazanım Listesi

The Power of Self-Assessment in Foreign Language Education

Abstract

It is widely accepted that self-assessment is a key learning strategy for autonomous language learning, enabling students to monitor their progress and relate learning lo individual needs. Since the last two decades, training students in self-assessment has gained increasing currency and has been investigated in a considerable number of studies. In line with this background, the present study aimed at investigating the potential of self-assessment ability and attitudes towards studying English. Two hundred sixty five students studying at Bülent Ecevit University School of Foreign Languages Department of Basic English in the 2016-2017 academic year participated in the study in a pre-test post-test control group design. The results indicated a significant effect of self-assessment in creating positive outlooks toward English language learning. The implications of selfassessment in ELT by the European Language Portfolio are discussed. This article will also make some practical suggestions for carrying out self-assessment at university level

Keywords

• Self-Assessment, Language Learning, European Language Portfolio, Learner Style Inventory, Unit Based Checklist

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