Research Article
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Online EFL Assignments and Success

Year 2020, Issue: 53, 206 - 227, 31.01.2020

Ahmet Yalçın , Mustafa Şevik

https://doi.org/10.21764/maeuefd.610406
Cited By: 2

Abstract

Giving homework is a common practice at all levels of education, yet its
impact as a pedagogical tool on the learning process is still a matter of
debate. The past decade has seen the rapid development of web-based tools
created for educational purposes. In parallel with these developments,
researchers and educators have begun to show an increased interest in online
homework systems in recent years in order to evaluate learning and to overcome
the drawbacks of pen-and-paper homework. This study aims to investigate the
effects of online English as a Foreign Language (EFL) assignments on student
success  in a university vocational
school context. Participants of this experimental study were 49 first-grade
students studying at Burdur Mehmet Akif Ersoy University (MAKU) Gölhisar
Vocational School (GVS). Of these students, 28 constituted the experimental
group and 21 constituted the control group. The study was conducted in the
spring term of the 2016-2017 academic year for a 12-week period. At the
beginning of the study, a pre-test was applied to both groups. Next, five
weekly assignments were given for the experimental group via Edmodo and for the
control group as pen-and-paper homework. The effect of the assignments on
student success was determined by comparing the two groups’ pre-test and
post-test results using quantitative methods. The findings revealed that
assignments whether online or pen-and-paper increased students' success significantly.
Moreover, the success improvement of the students who did online assignments
was about double that of the students who were responsible for doing
pen-and-paper assignments. The study concluded with suggestions that EFL
teachers should give assignments in university vocational schools and that
these assignments should be given as online since they are more effective on
student success.



 

Keywords

Edmodo Online Assignments Pen-and-paper Assignments

References

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  • Amiryousefi, M. (2016). Homework: Voices from EFL teachers and learners. Iranian Journal of Language Teaching Research, 4(2), 35-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1127366.pdf
  • Arıkan, Y. D., & Altun, E. (2007). Sınıf ve okulöncesi öğretmen adaylarının çevrimiçi ödev sitelerini kullanımına yönelik bir araştırma [A research on preschool and primary student-teachers’ use of online homework sites]. İlköğretim Online, 6(3), 366-376. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/1891/1726
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  • Baltaoğlu, M. G., Sucuoğlu, H., & Öztürk, N. (2017). Classroom teachers’ opinions about homeworks. Journal of Education and Future, 11, 95-109. Retrieved from http://dergipark.gov.tr/jef/issue/28788/308604
  • Bonham, S., Beichner, R., & Deardorff, D. (2001). Online homework: Does it make a difference? The Physics Teacher, 39(5), 293-296. doi:10.1119/1.1375468
  • Calp, Ş. (2011). İlköğretimde ev ödevi: Beşinci sınıf öğrencilerinin algıları [Homework in elementary school: The perceptions of fifth grade elementary school students]. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 2(2), 120-136. Retrieved from http://dergipark.gov.tr/download/article-file/261064
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Çevrimiçi İngilizce Ödevleri ve Başarı

Year 2020, Issue: 53, 206 - 227, 31.01.2020

Ahmet Yalçın , Mustafa Şevik

https://doi.org/10.21764/maeuefd.610406
Cited By: 2

Abstract

Ödev,
eğitimin tüm seviyelerinde yaygın olan bir uygulamadır, ancak pedagojik bir
araç olarak öğrenme süreci üzerindeki etkisi hala tartışma konusudur.
Geçtiğimiz on yılda, eğitim amaçlı oluşturulan web tabanlı araçların hızlı bir
gelişimi görülmüştür. Bu gelişmelere
paralel olarak, araştırmacılar ve eğitimciler, öğrenmeyi değerlendirmek ve
geleneksel ev ödevlerinde yaşanan sıkıntıları gidermek amacıyla son yıllarda
çevrimiçi ödev sistemlerine giderek artan bir ilgi göstermeye başlamışlardır.
Bu çalışma, bir meslek yüksekokulu bağlamında, çevrimiçi İngilizce ödevlerinin
öğrenci başarısı üzerindeki etkisini araştırmayı amaçlamaktadır. Bu deneysel
çalışmanın katılımcıları, Burdur Mehmet Akif Ersoy Üniversitesi (MAKÜ) Gölhisar
Meslek Yüksekokulu'nda (GMYO) okuyan toplam 49 birinci sınıf öğrencisidir.
Çalışma 2016-2017 eğitim-öğretim yılı bahar döneminde 12 haftalık bir sürede
gerçekleştirilmiştir. Çalışmanın başında her iki gruba da bir ön test
uygulanmıştır. Daha sonra, deney grubuna Edmodo üzerinden ve kontrol grubuna ise geleneksel olarak (kâğıt-kalem
kullanılarak yapılan ödev) beş adet haftalık ödevler verildi. Ödevlerin öğrenci
başarısı üzerindeki etkisi, her iki grubun ön test ve son test sonuçları nicel
analiz yöntemiyle karşılaştırılarak belirlenmiştir. Bulgular, ödevlerin ister
çevrimiçi ister geleneksel olsun, öğrencilerin başarılarını önemli ölçüde
arttırdığını ortaya koymuştur. Bununla birlikte, çevrimiçi ödevleri yapan
öğrencilerin başarı artış oranı, geleneksel ödevleri yapan öğrencilerinkine
göre iki katı civarında olmuştur.
Çalışma sonucunda, İngilizce öğretmenlerinin meslek yüksekokullarında ödev
vermeleri gerektiği ve bu ödevlerin öğrenci başarısı üzerinde daha etkili
olmasından dolayı çevrimiçi olarak verilmesi gerektiği önerilmektedir.

Keywords

Çevrimiçi Ödevler Edmodo Geleneksel Ödevler

References

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  • Altun, E. (2008). 6th, 7th and 8th graders' attitudes towards online homework assignment sites. The Turkish Online Journal of Educational Technology, 7(4), 5-18. Retrieved from https://files.eric.ed.gov/fulltext/EJ1102932.pdf
  • Amiryousefi, M. (2016). Homework: Voices from EFL teachers and learners. Iranian Journal of Language Teaching Research, 4(2), 35-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1127366.pdf
  • Arıkan, Y. D., & Altun, E. (2007). Sınıf ve okulöncesi öğretmen adaylarının çevrimiçi ödev sitelerini kullanımına yönelik bir araştırma [A research on preschool and primary student-teachers’ use of online homework sites]. İlköğretim Online, 6(3), 366-376. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/1891/1726
  • Babadoğan, C. (1990). Ev ödevlerinin eğitim programındaki yeri [The role of assignments in the instructional programme]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 23(2), 746-767. Retrieved from http://dergiler.ankara.edu.tr/tammetin.php?id=6230
  • Baltaoğlu, M. G., Sucuoğlu, H., & Öztürk, N. (2017). Classroom teachers’ opinions about homeworks. Journal of Education and Future, 11, 95-109. Retrieved from http://dergipark.gov.tr/jef/issue/28788/308604
  • Bonham, S., Beichner, R., & Deardorff, D. (2001). Online homework: Does it make a difference? The Physics Teacher, 39(5), 293-296. doi:10.1119/1.1375468
  • Calp, Ş. (2011). İlköğretimde ev ödevi: Beşinci sınıf öğrencilerinin algıları [Homework in elementary school: The perceptions of fifth grade elementary school students]. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 2(2), 120-136. Retrieved from http://dergipark.gov.tr/download/article-file/261064
  • Chang, C., Wall, D., Tare, M., Golonka, E., & Vatz, K. (2014). Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning. Journal of Educational Psychology, 106(4), 1049-1065. doi:10.1037/a0036497
  • Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Retrieved from https://pdfs.semanticscholar.org/479a/d93fad486fde6309637e7334fa91525024da.pdf
  • Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90(1), 70-83. doi:10.1037/0022-0663.90.1.70
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There are 61 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Ahmet Yalçın 0000-0001-9569-863X

Mustafa Şevik 0000-0001-5618-8100

Publication Date January 31, 2020
Submission Date August 25, 2019
Published in Issue Year 2020 Issue: 53

Cite

APA Yalçın, A., & Şevik, M. (2020). Online EFL Assignments and Success. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(53), 206-227. https://doi.org/10.21764/maeuefd.610406

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