Üniversite Eğitiminde Kapsamlı Yazma

Abstract

Mevcut çalışma, Kapsamlı Yazma (KY) uygulamalarının öğrencilerin yazmaya yönelik tutumları üzerinde bir etkisi olup olmadığını ve yazmaya yönelik tutumlarının cinsiyete göre farklılaşıp farklılaşmadığını bulmayı amaçlamaktadır. Çalışma, Türkiye'de bir devlet üniversitesinde orta düzeyde İngilizce hazırlık sınıfında öğrenim gören iki grup öğrenci ile yürütülmüştür. Çalışmada, veri toplama ve analiz prosedürleri için karma yöntem araştırmalarının açıklayıcı ardışık tasarımı kullanılmıştır. Veri toplamak için dört haftalık bir araştırma ders döngüsü planlanmıştır. Öğrencilerin yazılı çalışmalarıyla birlikte bir anket ve öğrenme yansıtma soruları kullanılmıştır. Çalışmanın bulguları, deney grubunda yazma performansında dikkate değer bir iyileşme olduğunu ortaya koymuştur. Tutumlar ve yazma puanlarındaki cinsiyet farklılıklarına gelince, kontrol grubunun test skorlarında erkeklerin kadınlardan daha iyi performans gösterdiği önemli farklılıklar ortaya çıkmıştır. Ancak deney grubunda, ne test skorlarında ne de yazmaya ilişkin tutumlarında cinsiyete dayalı bir fark belirtisi bulunamamıştır. Öğrenme yansıtma soruları analiz edilerek, katılımcıların bu yeni uygulama konusunda çoğunlukla olumlu oldukları sonucuna ulaşılmıştır. Bu bulgular toplu olarak, yazma becerilerinde gözlemlenebilir kazanımlar olduğu halde, uygulamanın yazma becerisindeki cinsiyete bağlı farklılıklar üzerinde bir etkisinin olmadığını göstermektedir.

Keywords

• İkinci Dilde Yazma
• Kapsamlı yazma
• yazmaya karşı tutum
• Cinsiyet ve Yazma

Extensive Writing in Tertiary Education

Abstract

The current study seeks to find out whether Extensive Writing (EW) practices has an effect on attitudes of students towards writing and if their attitudes towards writing differ by gender. The study was conducted with two groups of intermediate level English language preparatory class students at a state university in Turkey. In the study, explanatory sequential design of mixed methods research was used for data collection and analysis procedures. In order to collect data, a four-week research lesson cycle was planned. Together with learners’ written works, a questionnaire and learning reflection questions were used. The findings of the study revealed a notable improvement of writing performance in the experimental group. As for gender differences in attitudes and writing scores, there appeared significant differences in test scores of the control group, with males outperforming females. In the experimental group, however, there was no indication of gender-based difference neither in test scores nor in their attitudes regarding writing. By analyzing learning reflection questions, it was concluded that the participants were mostly positive about this new practice. These findings collectively suggest that while observable gains in writing skills are evident, the treatment did not have an effect on gender-related differences in writing.

Keywords

• L2 Writing
• Extensive Writing
• Writing Attitude
• Gender and Writing

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