Eleştirel Okuryazarlık Öğretiminin İngilizceyi Yabancı Dil Olarak Öğrenen Yetişkin Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi

Abstract

Bu çalışma, tür odaklı eleştirel okuryazarlık öğretiminin İngilizceyi yabancı dil olarak öğrenen yetişkin öğrencilerin okuduğunu anlama becerilerine olan etkisini ortaya koymayı amaçlamıştır. Bu yarı deneysel çalışmaya Türkiye’nin batısında bulunan bir devlet üniversitesinde öğrenim gören 23 öğrenci gönüllü katılım sağlamıştır. Ön test ve son test olarak Yabancı Dil Olarak İngilizce Sınavı’nın okuma bölümü uygulanmıştır. Ön testlerin uygulanmasından sonra çalışmaya katılan her iki gruba 4 haftalık tür odaklı okuma eğitimi uygulanmıştır. Deney grubunun öğretimine kod çözme, metne katılma, metni kullanma ve metin eleştirme aktiviteleri dahil edilmiştir. Kontrol grup öğretimi ise sadece kod çözme, metne katılma ve metni kullanma aktivitelerini içermiştir. Öğretim sürecinin bitiminde okuma becerileri son testi uygulanmıştır. Veri analizinde Bağımlı Örneklem Wilcoxon İşaretli Sıra Sayıları Testi ile Mann-Whitney U Testi kullanılmıştır. Çalışmanın sonuçları, daha önce gerçekleştirilmiş olan çalışmalardan farklı olarak, kontrol ve deney gruplarının okuma becerileri testi ön test ve son test sonuçları arasında istatistiksel olarak önemli bir fark ortaya koymamıştır. Bu çalışma, daha açık ve kesin sonuçlara ulaşmak için daha uzun bir süreci kapsayan eğitsel müdahale gerektiğini göstermiştir. Eleştirel okuryazarlık öğretiminin etkililiğini ölçmek amacıyla daha fazla katılımcıyla daha fazla araştırma yapılmalıdır. 

Keywords

• eleştirel okuryazarlık,okuduğunu anlama

The Impact of Critical Literacy Instruction on Adult EFL Learners’ Reading Comprehension

Abstract

This study aimed at unveiling the impact of genre-based critical literacy instruction on adult English as a Foreign Language (EFL) learners’ reading comprehension. Twenty-three preparatory year students enrolled at a state university in the western part of Turkey volunteered to participate in this quasi-experimental study. The reading section of the Testing of English as a Foreign Language (TOEFL) was administered as the pretests and posttests. Following the pretests, a four-week genre-based reading instruction curriculum was implemented in both groups. In the experimental group, text critiquing activities were incorporated into instruction in addition to code breaking, text participating, and text using activities. In the control group, on the other hand, only code breaking, text participating, and text using activities were involved in the teaching process. At the end of the instruction process, the posttest was administered. The Related-Samples Wilcoxon Signed Rank Test and the Mann-Whitney U Test were used to analyze the data. The results of the study did not show a significant difference in the pretest and posttest scores of the experimental and control groups, which was not in line with the studies that have been previously conducted. This study implies that an extended intervention period is required to reach more definite results. Further research with a larger sampling is needed to examine the efficacy of critical literacy instruction.  

Keywords

• critical literacy,reading comprehension

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