Yabancı Dil Olarak İngilizce Öğreniminde Eleştirel Yansıtmayı Teşvik Etmek: Dönüştürücü Öğrenmeye Dayalı Bir Yaklaşım

Öz

Bu çalışma, Yabancı Dil Olarak İngilizce öğretiminde eleştirel yansıtma uygulamalarının etkisini incelemektedir. Araştırmanın teorik çerçevesi olarak Mezirow’un Dönüştürücü Öğrenme Kuramı benimsenmiştir. Çalışmanın amacı, eleştirel yansıtmanın öğrencilerin dil öğrenimi, benlik kavramı ve toplumsal normlarla ilgili mevcut çarpıtılmış varsayımlarını yeniden gözden geçirmelerine nasıl yardımcı olabileceğini araştırmaktır. İç içe karma yöntem deseni benimseyen çalışma, eleştirel yansıtma merkezli dönüştürücü uygulamaların öğrencilerin akademik, kişisel ve sosyal gelişimlerini nasıl destekleyebileceğini nicel ve nitel araçlar kullanarak incelemektedir. Nicel aşamada, Eleştirel Yansıtma Öz Değerlendirme Ölçeği kullanılarak öntest ve sontest kontrol gruplu yarı deneysel bir tasarım uygulanmıştır. Nitel veriler ise açık uçlu sorular, her hafta yazılan günlükler ve yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Üniversitede verilen Sözlü İletişim Becerileri dersinde gerçekleştirilen on dört haftalık müdahale sürecinde, öğrencilerin dil öğrenme yolculuklarına dair farkındalıklarını artırmak amacıyla yansıtıcı uygulamalar entegre edilmiştir. Nicel sonuçlar, öntest ve sontest puanları arasında istatistiksel olarak anlamlı bir değişiklik göstermese de, nitel veriler katılımcıların çarpıtılmış varsayımlarını sorgulama ve yeniden değerlendirme konusunda kayda değer gelişmeler yaşadıklarını ortaya koymuştur. Öğrenciler, epistemik, sosyodilbilimsel ve psikolojik temel varsayımlarındaki çarpıtmaları eleştirel biçimde inceleyerek daha derin bir üstbiliş farkındalığı ve gözden geçirilmiş bakış açıları kazanmışlardır. Bu çalışma, yansıtıcı uygulamaların yabancı dil öğretimine entegre edilmesinin önemini vurgulamaktadır. Mevcut varsayımların sorgulanıp yeniden değerlendirilmesini içeren bakış açısı değişiminin zaman alabileceğini öne sürmekle birlikte, yansıtıcı pedagojinin anlamlı değişimleri teşvik edebileceğini göstermektedir. Çünkü çarpıtılmış varsayımlar, yeni deneyimlerde anlamlandırmayı engelleyerek akademik ve kişisel başarısızlıklara yol açabilir. Gelecek araştırmaların, dönüştürücü öğrenmenin uzun vadeli etkilerini ve dil eğitimindeki daha geniş uygulamalarını incelemesi önerilmektedir.

Anahtar Kelimeler

• Dönüştürücü öğrenme
• Eleştirel yansıtma
• Çarpıtılmış varsayımlar

Fostering Critical Reflection in EFL Learning: A Transformative Learning Approach

Öz

This study investigates the effect of critical reflection practices on language instruction in an EFL setting. Mezirow’s Transformative Learning Theory forms the theoretical framework of the study. The researchers aim to explore how critical reflection can help students shed new light on their existing distorted assumptions related to language learning, self-concept, and societal norms. Adopting an embedded mixed-methods design, both quantitative and qualitative instruments are used to examine how transformative practices based on critical reflection can support students’ academic, personal, and social development. The quantitative phase employed a quasi-experimental pretest-posttest control group design using the Critical Reflection Inventory. The qualitative data were collected from open-ended questionnaires, weekly journals, and semi-structured interviews. In a fourteen-week study during an Oral Communication Skills course at a university, the intervention incorporated reflective practices to raise students’ awareness of their language learning journeys. The quantitative results showed no statistically significant change in pretest and posttest scores; however, the qualitative data showed students’ noticeable improvement in challenging their distorted assumptions. Participants critically examined their distortions in their epistemic, sociolinguistic, and psychological premises, leading to deeper metacognitive awareness and revised perspectives. The study emphasizes the importance of integrating reflective practices into foreign language instruction. It suggests that time is often needed for perspective change, where existing assumptions are questioned and re-evaluated; however, reflective pedagogy can foster meaningful changes, avoiding the results of distorted assumptions, namely, the obstruction of meaning-making in new experiences, and consequent academic and personal failures. Future research should explore the long-term effects and broader applications of transformative learning in language education.

Anahtar Kelimeler

• Transformative learning
• Critical reflection
• Distorted assumptions

Kaynakça

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