Effect of video-based collaborative peer feedback on Turkish EFL learners’ motivation, writing enjoyment and anxiety

Yıl 2024, , 569 - 584, 30.08.2024

Sabahattin Yeşilçınar , Gonca Ekşi

https://doi.org/10.18506/anemon.1461964

Öz

Mevcut literatüre göre video geri bildirim kullanıldığında öğrenciler daha kapsamlı geri bildirim almaktadır. Ancak, özellikle yazma geri bildirim uygulamalarının öğrenenlerin duygusal faktörlerini nasıl etkilediği, özellikle de video geri bildiriminin, halen yeteri kadar araştırılmadığı ifade edilmektedir. Süreç yazma teorisi ve sosyal yapılandırmacı teoriden yola çıkarak, bu 14 haftalık araştırma, (i) İngilizceyi yabancı dil olarak öğrenen öğrencilerin yazma motivasyonu, kaygısı ve yazmada kayif alma üzerinde video temelli işbirlikçi akran geri bildiriminin (VCPF) etkisini, (ii) öğrencilerin VCPF sağlarken yüzey ve anlam düzeyinde geri bildirim tercihlerini, ve (iii) VCPF kullanımına ilişkin algılarını araştırmıştır. Bulgular, VCPF'nin öğrencilerin yazma motivasyonunu ve keyfini artırdığını ve kaygılarını azalttığını göstermektedir. Her iki geri bildirim türünün de tercih edildiği ancak öğrencilerin genellikle kavramsal akademik becerilere (örneğin, fikir geliştirme, analiz ve sentez) odaklandığı belirlenmiştir. VCPF, öğrencilere sadece hataları sıralamak yerine daha yapıcı öneriler ve yorumlar yapmalarını sağlayan faydalı ve keyifli bir uygulama olarak değerlendirilmektedir. Bu araştırma, VCPF'nin net, bilgilendirici, yapıcı, zaman kazandırıcı ve daha keyifli olduğunu savunmaktadır. Sonuçlar, VCPF'nin etkili bir yöntem olduğunu ve dolayısıyla sınıf uygulamaları ile gelecek araştırmalar için uygun olduğunu önermektedir.

Anahtar Kelimeler

Yetişkin öğrenimi, İşbirlikçi öğrenme, Sınıf öğretimini geliştirme

Effect of video-based collaborative peer feedback on Turkish EFL learners’ motivation, writing enjoyment and anxiety

Öz

The existing literature generally acknowledges that students receive more feedback and detail when video feedback is used, but how writing feedback practices, in particular video feedback, influence learner affective factors is still a gap to be filled. Being grounded on the process writing theory and the social constructivist theory, this 14-week research investigated (i) the effect of video-based collaborative peer feedback (VCPF) on English as a foreign language (EFL) students’ writing motivation, anxiety, and enjoyment, (ii) students’ preference of using surface- and meaning-level feedback while providing VCPF, and (iii) their perception of using VCPF. The findings show that the use of VCPF increases learners’ writing motivation and enjoyment and decreases their anxiety. Although both types of feedback are preferred, learners mostly focus on conceptual academic skills (e.g., idea development, analysis, and synthesis). VCPF is considered a useful and an enjoyable application, which enables learners to provide more constructive recommendations and comments, rather than simply itemizing mistakes. This research advocates that VCPF is clear, informative and constructive, time saving, and more enjoyable. The results imply that VCPF is an effective method and is, therefore, eligible for classroom practice and for future research.

Anahtar Kelimeler

Adult learning, Cooperative/collaborative learning, Improving classroom teaching

Kaynakça

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