TY - JOUR T1 - Yükseköğretimde Yabancı Dil Eğitiminde Açık ve Örtük Yazılı Düzeltici Geribildirim: Türkiye Örneği TT - Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey AU - Babanoğlu, M. Pınar AU - Ağçam, Reyhan AU - Badem, Nebahat PY - 2018 DA - December DO - 10.17679/inuefd.364809 JF - İnönü Üniversitesi Eğitim Fakültesi Dergisi JO - INUEFD PB - İnönü Üniversitesi WT - DergiPark SN - 1300-2899 SP - 104 EP - 116 VL - 19 IS - 3 LA - tr AB - Bu çalışmada, yükseköğretimde yabancı dil olarak İngilizceöğretiminde açık ve örtük yazılı düzeltici geribildirim kullanımının İngilizceilgeç öğrenimi üzerindeki etkililiği araştırılmıştır. Çalışmanın katılımcıları,bir Türk devlet üniversitesinin hazırlık okulunda öğrenim görmekte olangeç-başlangıç ve ön-orta-seviyede İngilizce öğrenen yetişkinöğrencilerdenoluşmaktadır. Doğrudan ve dolaylı yazılı geribildirim alan iki uygulama grubuve geribildirim almayan kontrol grubu olmak üzere üç gruba ayrılankatılımcılaradört hafta süreyleilgeçlerle ilgili alıştırmalaruygulanmıştır. Grupların gelişimini ölçmek amacıyla, dört haftalık uygulamasürecinin başındabir ön-test ve sonunda bir son test uygulanmıştır.Bulgular, doğrudan ve dolaylı yazılı geribildirim alan grupların ön- ve son-testsonuçlarının anlamlı bir şekilde farklılaştığını ortaya çıkarmıştır. KW - Yazılı düzeltici geribildirim KW - doğrudan ve dolaylı yazılı geribildirim KW - yabancı dil olarak İngilizce öğrenimi ve öğretimi N2 - This studyinvestigated the efficiency of explicit and implicit written correctivefeedback in English as a Foreign Language (EFL) education in higher education.Participants of the study were late-elementary and pre-intermediate adultlearners of English who were attending a preparatory school in a Turkish stateuniversity. During a period of four weeks, exercises on prepositions weredelivered to subjects who were divided into three groups as two treatmentgroups receiving explicit and implicit written correction and a control groupreceiving no feedback. A pre-test and a post-test were applied to the groups atthe start and the end of the four-week treatment, respectively in order toexamine possible development of the groups. The results indicated significantdifferences between pre-test and post-test scores of the groups receiving thetwo types of written corrective feedback. CR - Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102-118. CR - Bitchener, J. and Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329. CR - Chandler, J. (2003). The Efficacy of Various Kinds of Error feedback for improvement in the Accuracy and Fluency of L2 student writing. 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