The Effect of Layered Curriculum on Grammatical Competence of Students in Learning English as a Foreign Language

Yıl 2024, Cilt: 20 Sayı: 3, 427 - 454, 23.12.2024

Osman Özdemir

https://doi.org/10.17860/mersinefd.1466223

Öz

This study adopts a mixed-methods approach to explore the effectiveness of the Layered Curriculum (LC) on students' English grammar achievement. Quantitative data were gathered using the Solomon Four-Group Research Model, a robust experimental design, to assess the impact of the LC on grammar achievement scores. In both experimental groups, English grammar lessons were conducted with LC activities, while in the control groups, the methods and techniques in the textbook of the school's current curriculum were applied. In addition to quantitative findings, qualitative data revealed positive responses from students towards the various learning activities facilitated by the application, including visual materials, practical activities, and interactive grammar activities. The results indicate significantly higher grammar achievement scores among students exposed to the LC activities compared to control groups. Students highlighted the LC's encouraging features, emphasizing the right to control their own learning process, the freedom to choose activities, and the opportunity to present completed tasks orally. They identified the provision of adequate teaching materials, a student-centered learning environment, and opportunities for active participation as key factors contributing to their positive learning experiences. In addition, this study revealed that the responsibility for learning is assumed by the student and learning is accountable.

Anahtar Kelimeler

Layered curriculum, English grammar achievement, oral evaluation, student-centered learning, higher education

Etik Beyan

This study was approved by Selcuk University School of Foreign Languages Scientific Ethics Evaluation Committee on 21/11/2022 with protocol number 2022/06. Participation in this study was strictly voluntary and all participants reviewed and approved the consent form before being included in the study. Participants were thoroughly informed about the purpose and method of the study and the confidentiality of the information they contributed. All of the methodologies employed in the relevant study were compliant with the institutional and national research committees’ codes of conduct and appropriate ethical standards.

Yabancı Dil Olarak İngilizce Öğreniminde Basamaklı Öğretim Programının Öğrencilerin Dilbilgisel Yeterliliklerine Etkisi

Öz

Bu çalışma, basamaklı öğretim programının (BÖP) öğrencilerin İngilizce dilbilgisi başarısı üzerindeki etkinliğini araştırmak için karma yöntem yaklaşımını benimsemektedir. Dilbilgisi başarı puanları üzerindeki etkisini değerlendirmek için deneysel tasarım olan Solomon Dört Gruplu Araştırma Modeli kullanılarak nicel veriler toplanmıştır. Her iki deney grubunda da İngilizce dilbilgisi dersleri BÖP etkinlikleri ile yürütülürken, kontrol gruplarında okulun mevcut öğretim programının ders kitabında yer alan yöntem ve teknikler uygulanmıştır. Nicel bulgulara ek olarak, nitel veriler, öğrencilerin görsel materyaller, pratik etkinlikler ve etkileşimli dilbilgisi etkinlikleri de dahil olmak üzere uygulama tarafından kolaylaştırılan çeşitli öğrenme etkinliklerine yönelik olumlu tepkilerini ortaya koymuştur. Sonuçlar, BÖP etkinliklerine maruz kalan öğrenciler arasında kontrol gruplarına kıyasla önemli ölçüde daha yüksek dilbilgisi başarı puanları olduğunu göstermektedir. Öğrenciler, kendi öğrenme süreçlerini kontrol etme hakkını, etkinlikleri seçme özgürlüğünü ve tamamlanan görevleri sözlü olarak sunma fırsatını sunduğunu belirterek BÖP’ün öğrenmeyi teşvik edici özelliklerini vurgulamışlardır. Yeterli öğretim materyallerinin sağlanmasını, öğrenci merkezli bir öğrenme ortamını ve aktif katılım fırsatlarını olumlu öğrenme deneyimlerine katkıda bulunan kilit faktörler olarak tanımlamışlardır. Bu çalışma, öğrenme sorumluluğunun öğrenci tarafından üstlenildiğini ve öğrenmenin hesap verilebilir olduğunu ortaya koymaktadır.

Anahtar Kelimeler

: Basamaklı öğretim programı, İngilizce dilbilgisi başarısı, sözlü değerlendirme, öğrenci merkezli öğrenme, yükseköğretim

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