Dolaylı veya Doğrudan Düzeltme Geribildirimi: Bir Eylem Araştırması

Year 2020, Volume: 10 Issue: 1, 169 - 182, 31.01.2020

Kutay Uzun , Handan Köksal

https://doi.org/10.24315/tred.562045

Cited By: 1

Abstract

Bu çalışmanın amacı, bir mühendislik fakültesinin
İngilizce Hazırlık sınıfına devam etmekte olan 28 öğrenci için yabancı dilde yazma
öğretiminde doğrudan veya dolaylı olarak sağlanan düzeltme geribildirimi
türlerinden hangisinin daha faydalı olduğunun saptanmasıdır. Eylem
araştırması şeklinde tasarlanan çalışmanın gözlem ve yansıtma aşamaları var
olan düzeltme geribildirimi uygulamasının incelenmesi şeklinde
gerçekleştirmiştir. Eylem aşamasında ise öğrenciler işbirlikçi bir yazma
etkinliği için altı gruba bölünmüş, bu gruplardan üçüne doğrudan, üçüne ise
dolaylı düzeltme geribildirimi sağlanmıştır. Değerlendirme aşaması için yarı
yapılandırılmış öğretmen gözlemi, katılımcı tartışmalarının ses kaydı ve
yansıtma sorularına verilen yanıtlar kullanılmıştır. Bulgular, her iki düzeltme
geribildirimi türünün de katılımcılar için faydalı olduğunu göstermektedir.
Ancak, dolaylı düzeltme geribildirimi uygulamasının aynı zamanda doğrudan düzeltme
geribildirimi ihtiyacı doğurduğu göz önüne alındığında, bu tür düzeltme
geribildiriminin sınıf içi kullanım için daha uygun olduğu görülmüştür. 

Keywords

Doğrudan Düzeltme Geribildirimi, Dolaylı Düzeltme Geribildirimi, Yabancı Dilde Yazma, Yazılı Düzeltme Geribildirimi

Direct vs Indirect Written Corrective Feedback: An Action Research

Abstract

The
aim of the present study was to find out if direct or indirect written
corrective feedback was more beneficial for a group of 28 students in the
English Prep Year of an engineering department at a public university in
Turkey. Utilizing an action research design, the observation and reflection
phases of the study included the observation of the current written corrective
feedback applications in the group. In the action phase, the students were
divided into six groups for a collaborative writing task. Following the
completion of the task, three groups were provided with direct written
corrective feedback while the remaining three were given its indirect
counterpart. Evaluation data was collected through semi-structured teacher
observations, voice records of participant discussions and responses to guided
reflection questions. The findings revealed that both types of written
corrective feedback could be beneficial for the participants, however, indirect
feedback was more suitable for classroom use since it also necessitated direct
feedback for final drafts.  

Keywords

Direct Feedback, Indirect Feedback, L2 Writing, Written Corrective Feedback

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