Araştırma Makalesi
Yıl 2020,
Cilt: 16 Sayı: 1, 89 - 103, 29.03.2020
Öz
Kaynakça
- Ali, Z. (2015). A case study of tertiary students’ experiences using edmodo in language learning. The International Journal of Language Education and Applied Linguistics (IJLEAL), 2, 39–48. Altunkaya, H. (2019). Akademı̇k metı̇n yazmanın basamakları–III: Gı̇rı̇ş bölümü hazırlama. Mehmet Nuri Kardaş ve Raşit Koç (Editörler), Türk Dili II Akademik Yazma Eğitimi içinde (s. 133-150). Ankara: Pegem Akademi Yayıncılık. Bağcı Ayrancı, B. & Mete, F. (2017). Evaluation of teacher candidates writing skills. Educational Research and Reviews, 12(24), 1253-1259, DOI: 10.5897/ERR2017.3430. Balasubramanian, K., Jaykumar, V. & Fukey, L. N. (2014). A study on “student preference towards the use of Edmodo as learning platform to create responsible learning environment.” Procedia - Social and Behavioral Sciences 144, 416 – 422. Doi: 10.1016/j.sbspro.2014.07.311 Buescher, E. (2010). the wonders of educational blogging. http://coe.winthrop .edu/jonesmg/LTI/2010Fwhitepapers/Eileen_Buescher.pdf Carolan, F., & Kyppö, A. (2015). Teaching process writing in an online environment. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds.), Voices of pedagogical development – Expanding, enhancing and exploring higher education language learning (pp. 13-30). Dublin: Research-publishing.net. doi:10.14705/rpnet.2015.000285 Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage. Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Dewi, F. (2014). Edmodo: A social learning platform for blended learning class in higher education. Research in Education Technology: Pedagogy and Technology Journal, 11(2), 1-11. Doğan, N. (2019). İş birlikçi sosyal öğrenme: Üniversite hazırlık öğrencilerine İngilizce yazmayı öğretmede Edmodo'yu sosyal bir platform olarak kullanma. Yayımlanmamış Yüksek Lisans Tezi, Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü, Denizli. Fauzi, A. (2017). The effect of Edmodo on students’ writing skill in recount text. International Journal of Pedagogy and Teacher Education (IJPTE), 1(2), 73-79. Hamutoğlu, N. B. ve Kıyıcı, M. (2017). Bir eğitsel sosyal ağ olarak Edmodo’nun yükseköğretimde kullanımına yönelik öğrenci görüşlerinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 322-343. Doi:10.24315/trkefd.290573 Kardaş, M. N. ve Koç, R. (2019). Türk Dili II Akademik Yazma Eğitimi. Ankara: Pegem Akademi Yayıncılık. Ma’azi, H., & Janfeshan, K. (2018). The effect of Edmodo social learning network on Iranian EFL learners writing skill. Cogent Education, 5(1), 1–17. doi:10.1080/2331186x.2018.1536312 Noviana, O., Rufinus, A., & Bunau, E. (2015). The effective use of edmodo in writing a narrative text in senior high school. Jurnal Pendidikan dan Pembelajaran, 4(11), 3-16. Purnawarman, P., Susilawati, & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242- 252. Doi: 10.17509/ijal. v5i2.1348. Ramdhani, A. S. (2017). The use of edmodo as a socıal medıa to support the enhancementof students’ paragraph wrıtıng skılls on the students of fırst semester of stkıp pancasaktı tangerang. Jurnal Inovasi Pendidikan MH. Thamrin, 1, 7-26. Razı, S. (2015). Development of a rubric to assess academic writing incorporating plagiarism Detectors. Sage Open, SAGE Open April-June, 1–13 DOI: 10.1177/2158244015590162 sgo.sagepub.com Rehberlik ve Psikolojik Danışmanlık Lisans Programı (2018). Ankara: Yükseköğretim Kurulu. Shams-Abadi, B. B., Ahmadi, S. D., & Mehrdad, A. G. (2015). The effect of Edmodo on EFL learners’ writing performance. International Journal of Educational Investigations, 2(2), 88-97. Stroud, C. (2010). Edmodo: A white paper. Retrieved from http://coe.winthrop.edu/ Tok, M. (2012). Türkçenin yabancı dil olarak öğretiminde akademik yazma becerilerinin geliştirilmesine yönelik uygulamalı bir çalışma. Yayımlanmamış Doktora Tezi, Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Çanakkale. Tok, M. (2013). Türkçenin yabancı dil olarak öğretiminde akademik yazma ihtiyacı. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(23), 1-25. Tuzlukova, V., Busaidi, S. A., Coombe, C., & Stojković, N. (2016). Research on Technology-based Language Education in the Sultanate of Oman: Perspectives for Student Skills’ Enhancement – Introduction. The Journal of Teaching English for Specific and Academic Purposes, 4(1), Special Issue, 1-8. Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138. http://doi.org/10.1080/21532974.2012.10784693 Wallace, A. (2014). Social learning platforms and the flipped classroom. International Journal of Information and Education Technology, 4(4), 293-296. DOI: 10.7763/IJIET.2014.V4.416.
Yıl 2020,
Cilt: 16 Sayı: 1, 89 - 103, 29.03.2020
Öz
Academic writing intends to enunciate research findings in a certain discipline within the scientific world. The contents of the Turkish Language II course, offered in the spring semesters of the teacher training programs in education faculties, are based on academic writing skills education. The present study aims to determine the effects of Edmodo assisted academic writing education on student achievement. A quasi-experimental design with a pre-test and post-test control group was used for the quantitative part of the present study, which employed a mixed research design. In the qualitative part, student opinions on Edmodo assisted education were retreived via a semi-structured interview form. The study group consisted of 108 students, 54 in the experimental and 54 in the control group, who were enrolled in the spring semester of the 2018-2019 academic year in the Guidance and Psychological Counseling Program of a state university. The quantitative data was analyzed via SPSS and descriptive analysis was used to interpret qualitative data. The findings of the quantitative analysis indicated that the experimental group had higher academic writing achievement compared to the control group. The qualitative findings also revealed that students considered Edmodo assisted academic writing education useful.
Anahtar Kelimeler
Kaynakça
- Ali, Z. (2015). A case study of tertiary students’ experiences using edmodo in language learning. The International Journal of Language Education and Applied Linguistics (IJLEAL), 2, 39–48. Altunkaya, H. (2019). Akademı̇k metı̇n yazmanın basamakları–III: Gı̇rı̇ş bölümü hazırlama. Mehmet Nuri Kardaş ve Raşit Koç (Editörler), Türk Dili II Akademik Yazma Eğitimi içinde (s. 133-150). Ankara: Pegem Akademi Yayıncılık. Bağcı Ayrancı, B. & Mete, F. (2017). Evaluation of teacher candidates writing skills. Educational Research and Reviews, 12(24), 1253-1259, DOI: 10.5897/ERR2017.3430. Balasubramanian, K., Jaykumar, V. & Fukey, L. N. (2014). A study on “student preference towards the use of Edmodo as learning platform to create responsible learning environment.” Procedia - Social and Behavioral Sciences 144, 416 – 422. Doi: 10.1016/j.sbspro.2014.07.311 Buescher, E. (2010). the wonders of educational blogging. http://coe.winthrop .edu/jonesmg/LTI/2010Fwhitepapers/Eileen_Buescher.pdf Carolan, F., & Kyppö, A. (2015). Teaching process writing in an online environment. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds.), Voices of pedagogical development – Expanding, enhancing and exploring higher education language learning (pp. 13-30). Dublin: Research-publishing.net. doi:10.14705/rpnet.2015.000285 Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage. Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Dewi, F. (2014). Edmodo: A social learning platform for blended learning class in higher education. Research in Education Technology: Pedagogy and Technology Journal, 11(2), 1-11. Doğan, N. (2019). İş birlikçi sosyal öğrenme: Üniversite hazırlık öğrencilerine İngilizce yazmayı öğretmede Edmodo'yu sosyal bir platform olarak kullanma. Yayımlanmamış Yüksek Lisans Tezi, Pamukkale Üniversitesi, Eğitim Bilimleri Enstitüsü, Denizli. Fauzi, A. (2017). The effect of Edmodo on students’ writing skill in recount text. International Journal of Pedagogy and Teacher Education (IJPTE), 1(2), 73-79. Hamutoğlu, N. B. ve Kıyıcı, M. (2017). Bir eğitsel sosyal ağ olarak Edmodo’nun yükseköğretimde kullanımına yönelik öğrenci görüşlerinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 322-343. Doi:10.24315/trkefd.290573 Kardaş, M. N. ve Koç, R. (2019). Türk Dili II Akademik Yazma Eğitimi. Ankara: Pegem Akademi Yayıncılık. Ma’azi, H., & Janfeshan, K. (2018). The effect of Edmodo social learning network on Iranian EFL learners writing skill. Cogent Education, 5(1), 1–17. doi:10.1080/2331186x.2018.1536312 Noviana, O., Rufinus, A., & Bunau, E. (2015). The effective use of edmodo in writing a narrative text in senior high school. Jurnal Pendidikan dan Pembelajaran, 4(11), 3-16. Purnawarman, P., Susilawati, & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242- 252. Doi: 10.17509/ijal. v5i2.1348. Ramdhani, A. S. (2017). The use of edmodo as a socıal medıa to support the enhancementof students’ paragraph wrıtıng skılls on the students of fırst semester of stkıp pancasaktı tangerang. Jurnal Inovasi Pendidikan MH. Thamrin, 1, 7-26. Razı, S. (2015). Development of a rubric to assess academic writing incorporating plagiarism Detectors. Sage Open, SAGE Open April-June, 1–13 DOI: 10.1177/2158244015590162 sgo.sagepub.com Rehberlik ve Psikolojik Danışmanlık Lisans Programı (2018). Ankara: Yükseköğretim Kurulu. Shams-Abadi, B. B., Ahmadi, S. D., & Mehrdad, A. G. (2015). The effect of Edmodo on EFL learners’ writing performance. International Journal of Educational Investigations, 2(2), 88-97. Stroud, C. (2010). Edmodo: A white paper. Retrieved from http://coe.winthrop.edu/ Tok, M. (2012). Türkçenin yabancı dil olarak öğretiminde akademik yazma becerilerinin geliştirilmesine yönelik uygulamalı bir çalışma. Yayımlanmamış Doktora Tezi, Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Çanakkale. Tok, M. (2013). Türkçenin yabancı dil olarak öğretiminde akademik yazma ihtiyacı. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(23), 1-25. Tuzlukova, V., Busaidi, S. A., Coombe, C., & Stojković, N. (2016). Research on Technology-based Language Education in the Sultanate of Oman: Perspectives for Student Skills’ Enhancement – Introduction. The Journal of Teaching English for Specific and Academic Purposes, 4(1), Special Issue, 1-8. Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138. http://doi.org/10.1080/21532974.2012.10784693 Wallace, A. (2014). Social learning platforms and the flipped classroom. International Journal of Information and Education Technology, 4(4), 293-296. DOI: 10.7763/IJIET.2014.V4.416.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 29 Mart 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 16 Sayı: 1 |