Effects of Turkish and English Speaking Teachers on Students’ Foreign Language Skills

Yıl 2017, Cilt: 25 Sayı: 1, 171 - 186, 15.01.2017

Oktay Cem Adıgüzel Fatma Özüdoğru

Öz

This research aims to investigate the effects of Turkish and English speaking teachers on

students’ academic achievement and English language speaking skills. For the present study, a

pretest-posttest control group design was utilized. Data were collected through an achievement

test, speaking test materials and a speaking test assessment criterion. Paired samples t-test,

independent samples t-test, Wilcoxon signed-ranks test and Mann Whitney U test were carried

out to compare the pretest and posttest scores in the experimental and control group and the

improvement in students’ academic achievement and speaking performance. The results showed

that there was a statistically significant higher academic achievement in the post-test of non-

native English speaking teacher’s (non-NEST’s) students compared to native English speaking

teacher’s (NEST’s) students; however, the post-test speaking score between the students of the

NEST and non-NEST did not show a statistically significant difference.

Anahtar Kelimeler

native speaking teacher of English, non-native speaking teacher of English, academic achievement, speaking skills

Anadili İngilizce Olan Ve Olmayan İngilizce Öğretmenlerinin Öğrencilerin Yabancı Dil Becerilerine Etkileri

Öz

Bu çalışma anadili İngilizce olan İngilizce öğretmenleri ile anadili İngilizce olmayan

İngilizce öğretmenlerinin öğrencilerin akademik başarı ve konuşma becerilerine etkilerini

araştırmayı amaçlamaktadır. Çalışmada öntest-sontest kontrol gruplu desen benimsenmiştir.

Veriler başarı testi, konuşma sınavı materyalleri ve konuşma sınavı değerlendirme kriteri

yoluyla toplanmıştır. Deney ve kontrol grubunun öntest ve sontest puanlarını ve akademik

başarı ile konuşma performanslarındaki gelişmeyi karşılaştırmak için bağımlı t-testi, bağımsız

t-testi, Wilcoxon işaretli sıralar testi ve Mann Whitney U testi kullanılmıştır. Sonuçlar anadili

İngilizce olmayan İngilizce öğretmeninin sınıfındaki öğrencilerin anadili İngilizce olan İngilizce

öğretmeninin sınıfındaki öğrencilere göre akademik başarı son testinden istatistiksek olarak

anlamlı daha yüksek başarı elde ettiklerini, buna karşın iki grup öğretmeninin sınıfındaki

öğrencilerin konuşma son test puanları arasında istatistiksel olarak anlamlı bir fark olmadığını

göstermiştir.

Anahtar Kelimeler

Anadili İngilizce olan İngilizce öğretmeni, anadili İngilizce olmayan İngilizce öğretmeni, akademik başarı, konuşma becerileri.

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