Video destekli ve öğretimsel materyal destekli ödevler: İngilizce öğrenenlerin betimleyici paragrafları üzerindeki etkileri

Year 2022, Issue: 28, 439 - 445, 21.06.2022

Mohammadreza Valizadeh

https://doi.org/10.29000/rumelide.1132582

Abstract

Bu çalışma, İngilizce öğrenenlerin yazılı betimleyici paragraflarının kalitesi üzerindeki paragraf atamalarının eşlik ettiği videoların ve öğretimsel materyalin etkilerini karşılaştırdı. Çalışma yarı-deneysel ve nicel bir çalışmaydı. Ön test-tedavi-son test şeklinde tasarlandı. Uygulamalar olarak, videolar veya öğretimsel materyal için katılımcı öğrencilerin yazmaları gereken betimleyici paragraf ödevleri eşlik etti. Videolara veya Öğretimsel materyal eşlik etmenin amacı, öğrencilere uygun ve doğru betimleyici paragraflar yazmalarına yardımcı olacak ek kılavuzlar sağlamaktı. Çalışma, Covid-19 krizi sırasında yapıldı. Bu çalışmanın katılımcıları alt orta seviye yeterlilik düzeyine sahip yabancı dil olarak İngilizce öğrenen 56 Türk öğrencidir. Öğrenciler Covid 19 pandemisi nedeniyle okulları kapanması ile birlikte sanal eğitim alıyorlardı. Katılımcılar, her biri 28 öğrenciden oluşan iki gruba ayrıldı. Bir gruba verilen ödevle ilgili eğitici videolar sağlandı. Diğer gruba da çalışma notları aracılığıyla benzer bilgiler verildi. Bağımsız örneklemler t-testinin sonuçları, video alan grubun, Çalışma notları alan gruptan önemli ölçüde daha iyi performans gösterdiğini gösterdi. Sonuç olarak bu çalışma ile İngilizce öğretmenlerinin bu tekniği sınıflarında kullanması tavsiye edilmektedir.

Keywords

video, yazı, betimleyici paragraflar, İngilizce

Video-accompanied vs. handout-accompanied assignments: Effects on EFL learners’ descriptive paragraphs

Abstract

This study compared the effects of videos and handouts, accompanied by the paragraph assignments, on the quality of English language learners’ written descriptive paragraphs. The study was quasi-experimental and quantitative. It had a pretest-treatment-posttest design. As the treatments, either videos or handouts were accompanied by descriptive paragraph assignments which the participating students were required to write. The purpose of accompanying either videos or handouts was providing the learners with additional guides to help them write appropriate and accurate descriptive paragraphs. The study was conducted during the Covid-19 crisis. The participants were 56 Turkish learners of English as a Foreign Language (EFL) at pre-intermediate level of proficiency. They were receiving virtual education due to school closures because of the Covid-19 pandemic. The participants were assigned to two groups, each of which included 28 learners. One group was provided with educational videos, relevant to the given assignment. The other group was given similar information via handouts. The results of the independent samples t-test indicated that the group that received videos significantly outperformed the one that received handouts. Consequently, the study highly recommends EFL teachers utilize this technique in their classrooms.

Keywords

video, writing, descriptive paragraphs, assignments, EFL learners

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