Türkçenin Yabancı Dil Olarak Öğretiminde Yazılı Düzeltici Geri Bildirimin Yazma Başarısı ve Yazma Kaygısına Etkisi

Abstract

Bu çalışmada odaklanılmış yazılı düzeltici geri bildirim (YDG), odaklanılmamış yazılı düzeltici geri bildirim ve düzeltici geri bildirim vermemenin (DGV) Türkçeyi yabancı dil olarak öğrenen 67 öğrencinin yazma başarımı ve yazma kaygısı üzerindeki etkileri incelenmiştir. Açıklayıcı sıralı karma yöntem deseni kullanılan araştırmada, nicel aşamada dört grupla (odaklanılmış YDG, odaklanılmamış YDG, DGV ve kontrol) karışık desenli ANOVA uygulanmış ve kalıcılığı incelemek amacıyla gecikmeli son test yapılmıştır. Nitel aşamada ise 18 öğrenciyle görüşmeler gerçekleştirilmiştir. Bulgular, yazma başarımının odaklanılmış YDG grubunda zaman içinde anlamlı biçimde arttığını (p < ,05); odaklanılmamış YDG grubunda ise daha sınırlı bir genel artış görülmekle birlikte Bonferroni düzeltmeli ikili karşılaştırmalarda bu artışın istatistiksel olarak anlamlı düzeye ulaşmadığını göstermiştir. DGV ve kontrol grubunda ise anlamlı bir artış saptanmamıştır. Gecikmeli son testte odaklanılmış YDG grubunun kalıcılık düzeyinin daha yüksek olduğu belirlenmiştir. Yazma kaygısı Wilcoxon ve Kruskal-Wallis testleriyle analiz edilmiştir. Buna göre analiz sonuçları, YDG gruplarında ters kodlanmış ölçek puanlarındaki artışla gösterilen anlamlı bir kaygı azalmasına (p < ,001), E3 (DGV) grubunda kaygı artışına ve kontrol grubunda anlamlı bir değişim olmadığına işaret etmiştir. Dunn post-hoc karşılaştırmaları, YDG alan grupların kaygı düzeylerinin DGV grubuna kıyasla anlamlı biçimde daha düşük olduğunu ortaya çıkarmıştır. Nitel bulgular da bu sonuçları destekleyerek YDG’nin öğrencilerin farkındalık ve öz düzenleme becerilerini geliştirdiğini, yazma gelişimini güçlendirdiğini ve değerlendirilme korkusunu azalttığını göstermiştir.

Keywords

• Karma yöntem
• odaklanılmış geri bildirim
• yabancı dil olarak Türkçe öğretimi
• yazılı düzeltici geri bildirim
• yazma kaygısı

The Effect of Written Corrective Feedback on Writing Performance and Writing Anxiety in Teaching Turkish as a Foreign Language

Abstract

This study investigated the effects of focused written corrective feedback (WCF), unfocused WCF, and no corrective feedback (NCF) on the writing performance and writing anxiety of 67 learners of Turkish as a foreign language. Using an explanatory sequential mixed-methods design, the quantitative phase employed a mixed-design ANOVA with four groups (focused WCF, unfocused WCF, NCF, and control), followed by a delayed post-test to examine retention. Qualitative interviews were also conducted with 18 learners. Results showed that writing performance improved significantly in the focused WCF group over time (p < ,05), whereas the unfocused WCF group showed a smaller overall improvement that did not reach statistical significance in Bonferroni-adjusted pairwise comparisons. No significant gains were observed in the NCF or control group. The focused WCF group demonstrated superior retention in the delayed post-test. Regarding anxiety, Wilcoxon and Kruskal–Wallis tests indicated significant reductions in anxiety levels (indicated by an increase in reverse-coded WAS scores) in the focused and unfocused WCF groups (p < ,001), an increase in anxiety in the NCF group, and no significant change in the control group. Dunn’s post-hoc comparisons further confirmed that feedback-receiving groups reported significantly lower anxiety than the NCF group. Qualitative findings supported these results, suggesting that WCF enhanced learners’ awareness and self-regulation, strengthened writing development, and mitigated fear of evaluation.

Keywords

• Focused feedback
• mixed-methods
• teaching Turkish as a foreign language
• writing anxiety
• written corrective feedback

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