Kültürler Arası Elektronik Posta Yolu ile Yazışmanın İngilizce Yazma Becerisinde Özyekinliğe Etkisi

Yıl 2013, Cilt: 22 Sayı: 1, 25 - 42, 01.06.2013

Dr. Dilek Yavuz Erkan

Öz

The purpose of this study was to evaluate cross cultural e mail exchange as a means of promoting self efficacy in writing 32 students studying at School of Foreign Languages of Çukurova University participated in the study For the purpose of this study which is a mix of quasi experimental and descriptive one two groups of 16 students were designated The study lasted for 15 weeks During the intervention the participants in the experimental group produced write ups in different writing genres and on different topics on the computer and e mailed them to their South Korean key pals On the other hand students in the control group did the same on the computer using the traditional pen and paper method and e mailed their products to their South Korean peers Data were collected through a self efficacy scale developed by the researcher a “reflection form” all 32 students were required to complete every other week to get feedback on the their writing experience during the experiment and through a semi structured interview with the experimental group participants after the intervention to determine their views on the experience of exchanging e mails in writing classes Findings obtained revealed that for EFL learners exchanging e mail with foreign counterparts boosted learners’ self efficacy in writing and encouraged a more positive attitude towards writing and writing classes Key words: Self efficacy Writing E mail Key pal E pal Cross cultural e mailExchange

Anahtar Kelimeler

Self-efficacy, Writing, E-mail, Key-pal, E-pal, Cross-cultural emailExchange

Kültürler Arası Elektronik Posta Yolu ile Yazışmanın İngilizce Yazma Becerisinde Özyekinliğe Etkisi

Öz

Bu araştırmanın amacı kültürlerarası elektronik posta yoluyla yazışmanın öğrencilerin yazma özyetkinliğini geliştirme konusundaki etkinliğini değerlendirmektir Araştırma Çukurova Üniversitesi hazırlık yüksek okuluna devam eden 32 öğrenci ile gerçekleştirilmiştir Deneysel modele göre desenlenen araştırma için bir deney 16 öğrenci ve bir kontrol grubu 16 öğrenci oluşturulmuştur Uygulama 15 hafta sürmüştür Deney grubunu oluşturan öğrenciler araştırmanın uygulama sürecinde yazdıkları yazılarını bilgisayar ortamında yazıp elektronik posta yoluyla Güney Koreli öğrencilerle paylaşmıştır Kontrol grubundaki öğrenciler ise deney grubunda ele alınan benzer konulara ilişkin görüşlerini geleneksel kağıt kalem yöntemiyle yazmıştır Araştırmada veriler araştırmacı tarafından geliştirilen Yazmaya Yönelik Özyetkinlik ölçeği her iki gruptaki öğrencilerin uygulama süresince görüşlerini belirlemek amacıyla her 2 haftada bir uygulanan dönüt formları ve uygulama sonrasında deney grubu öğrencilerinin uygulamaya yönelik görüşlerini belirlemek amacıyla yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır Bulgular kültürlerarası yazışmanın İngilizce yazmada özyetkinliği artırdığını ortaya çıkarmıştır Öğrenci dönüt formundan ve görüşmelerden alınan bilgiler de bu bulguyu desteklemiştir Sonuç olarak yazılanların bilgisayar ortamında elektronik posta yoluyla paylaşılmasının yazmaya yönelik özyetkinliğin geliştirilmesine olumlu katkılar sağladığı belirlenmiştir Anahtar Kelimeler: Özyetkinlik Yazma Becerisi Elektronik Posta Elektronik Posta Arkadaşlığı Kültürlerarası Elektronik Posta EFFECT OF CROSS CULTURAL E MAIL EXCHANGE ON SELF EFFICACY IN EFL WRITING

Anahtar Kelimeler

Özyetkinlik, Yazma Becerisi, Elektronik Posta, Elektronik Posta Arkadaşlığı, Kültürlerarası Elektronik Posta

Kaynakça

• Alias, N., & Hussin, S. (2004). E-learning in a writing course at Tenaga National University. TEFL Web Journal, 1 (3). (2010, August 15). Retrieved from http://www.teflweb-j.org/v1n3/Alias_Hussin.htm
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
• Beach, R. (1989). Showing students how to assess: Demonstrating techniques for response in the writing conference. In C. M. Anson (Ed.), Writing and Response, (27-148). Urbana, IL: NCTE.
• Buckingham, L. (2008) Development of English academic writing competence by Turkish scholars. International Journal of Doctoral Studies, v.3, 1-18
• Chen M. C. and Lin. H.J.(2009) Self-eficacy, foreign language anxiety as predictors of academic performance among professional program students in general English proficiency writing test, Perceptual and Motor Skills. 109(2), 420-430.
• Gray, R., & Stockwell, G. (1998). Using computer mediated communication for language and culture acquisition. On-Call, 12(3), 2-9.
• Greenfield, R. (2003). Collaborative e-mail exchange for teaching secondary ESL: A case study in Hong Kong. Language Learning & Technology, 7(1), 46-70.
• Gupta, D. and Getachew Seyoum Woldemariam, G.S. (2011) The influence of motivation and attitude on writing strategy use of undergraduate EFL students: Quantitative and qualitative perspectives. Asian EFL Journal. 12(2), 34-89.
• Hamzaoui-Elachachi, H. (2010). Development of a writing curriculum for academic purposes at tertiary level: The case of Algerian EFL university students. ESP world. 1(27), 1-9.
• Kaufman, L.M.(1998). E-mail keypals in zone of proximal development. Puerto Rico: University of Puerto Rico. ( ERIC Document Reproduction Service No. ED 423694)
• Kelm, O.R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25, 441-454.
• Kern, R. (1996). Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. In M. Warschauer (Ed.), Tele collaboration in foreign language learning (105-119). Honolulu: University of Hawai'i Second Language Teaching and Curriculum Center.
• Kim, K. J., & Bonk, C. J. (2002). Cross-cultural comparisions of online collaboration among pre-service teachers in Finland, Koreai and the United States. Journal of
• Computer-Mediated Communication, 8(1). King, L. & Orton, C. (1999). A study of motivation in key-palling in GEGEP ESL classroom. The Internet TESL Journal. (2010, July 15). Retrieved from http.//iteslj.org/Articles/Liao-Emailing.html.
• Klassen, R. (2002). Writing in early adolescence: A review of the role of self-efficacy beliefs. Educational Psychology Review, 14, 173-203.
• Larsen- Freeman, D. & Long, M. (1991) An Introduction to Second Language Acquisition. London: Longman.
• Latif, M.A. (2007). The factors accounting fort he Egyptian EFL university students’ negative writing affect. Asian EFL journal. 12(2) .34-89
• Leh, A. (1997). Electronic mail in foreign language learning: Communication and culture. (2003, May 7). Retrieved from http://orders.edrs.com/members/sp.cfm
• Li,Y.& Wang, C. ( 2010) An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal 12(3) 144-162
• Locke, E. A. & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.
• McCarthy, P., Meier, S. & Rinderer, R. (1985). Self-efficacy and writing. College Composition and Communication, 36, 465-471.
• Pajares, F., Miller, M. D., & Johnson, M. J. (1994). Confidence and competence in writing: The role of writing self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28, 313-331.
• Pajares, F., & Valiante, G. (1997). The predictive and mediational role of the writing self-efficacy beliefs of elementary students. Journal of Educational Research, 90, 353-3
• Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing selfbeliefs of elementary school students. Journal of Educational Psychology, 91, 50Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading& writing Quarterly, 19 (2), 139-158.
• Rahimpour, M and Nariman-Jahan, R. (2010) The Influence of Self-Efficacy and Proficiency on EFL Learners’ Writing. International journal of instructional technology and distance learning. 7(9), 19-32
• Sanaoui, R.& Lapkin S. (1992). A case study of an FSL senior secondary course integrating computer networking. The Canadian Modern Language Review, 48(3), 525-548.
• Simin, S. & Tavangar, M.(2009) Metadiscourse knowledge and use in Iranian EFL Writing. The Asian EFL Journal Quarterly, 1(1), 230-255.
• Stockwell, G. (2003). Effects of conversation threads on sustainability of e-mail interactions between native speakers and non-native speakers and nonnative speakers. ReCALL Journal, 15(1), 120-145.
• Tella, S. (1991). 'Introducing international communications NetWorks and electronic mail into foreign language classrooms: a case study in Finnish secondary schools'. University of Helsinki, Department of Teacher Education, Research Report 95.
• Vilmi, R. (2003). Global communication through e-mail: An ongoing experiment at Helsinki University of Technology. (2003, April 29). Retrieved from www.ruthvilmi.net/hut/autumn93/global.html
• Warschauer, M. (1995). E-mail for English Teaching. Alexandria, VA: TESOL Publications.
• Warschauer, M. (1996a). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2/3), 7-26.
• Warschauer, M. (1996b). Motivational aspect of computers for writing and communication. In Warschauer, M. (Ed.), Telecollaboration in foreign language learning (.29-46). Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center.
• Wu, W. and Wu, P.N.(2008) Creating and Authentic EFL Learning Environment to Enhance Student Motivation to Study English. Asian EFL Journal. 10(4), 2112
• Zimmerman, B. J. & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal. 31, 8458 APPENDIX 1 Self-Efficacy in Writing Inventory Read each numbered statement and use the scale below to indicate how you assess your ability in writing in English. The purpose is to get your personal view and there are no right or wrong answers so do not spend too much time on any one statement and just select the answer that best applies to you. Thank you for your cooperation. Dilek Yavuz Erkan 1 = I cannot do it at all 2 = I can’t do it well 3 = I can do it 4 = I can do it very well 1 2 3 4
• I can use the grammar rules that I learned in class easily and correctly. I can match style with topic easily. E.g. If I am asked to write an essay, I can use the appropriate conventions to write a good essay. When asked to write a story, I can write according to the conventions of story writing. I can express and support my opinion easily. I can choose and defend a point of view. I can write very-well-organized compositions. I find it easy to start writing on a given topic. I can write grammatically correct sentences in my compositions. I can use a style that is appropriate to the task. When given a topic to write about, I can think of ideas quickly. I can write paragraphs that flow well. When writing a composition on a given topic, I find it easy to decide which style I should use. E.g. If I am asked to write a report, I can use the appropriate conventions to write a report. When given a topic to write about, I can think of ideas easily. Although I occasionally make mistakes when writing, I generally write good compositions. I can use nouns, verbs, adverbs, and adjectives in the right position in a sentence. I can use punctuation correctly. I find it easy to include all the information that should be dealt within on any given topic. I can locate and use suitable sources of information for any writing topic. I can write error-free sentences in my compositions. I can write coherent compositions. I can edit my compositions and correct mistakes in punctuation, capitalization, paragraph structure When given a topic to write about, I can think of ideas quickly.