İngilizce Öğretiminde Cyberhunt Kullanımının Okuduğunu Anlama Düzeyine Etkisi

Yıl 2019, Sayı: 2, 268 - 276, 01.08.2019

Zeynep Kumkale Abdullah Adıgüzel

Öz

Bu çalışmanın amacı, İngilizce öğretiminde, mevcut öğretim programındaki yöntemler ile Cyberhunt etkinliklerinin, öğrencilerin İngilizce okuduğunu anlama düzeyine etkisini belirlemektir. Bu çalışma, yarı deneysel desen kullanılarak gerçekleştirilmiştir. Bu araştırmanın katılımcıları 2017-2018 eğitim öğretim yılı, Düzce ili, Çilimli ilçesine bağlı bir ortaokulda öğrenim görmekte olan toplam 32 adet beşinci sınıf öğrencisinden oluşmaktadır. Deney süreci öncesinde başlangıç koşullarının eşit olup olmadığını ve uygulama süreci sonrasında deney ve kontrol gruplarında işlenen İngilizce derslerinde kullanılan yöntemin etkililiğini belirlemek için öğrencilere the simple present tense geniş zaman testi ön test ve son test olarak uygulanmıştır. Deney ve kontrol grubunda bulunan öğrencilerin aldıkları puanlar üzerinde bağımlı örneklem t-testi, bağımsız örneklem t-testi ve regresyon analizi uygulanmıştır. Yapılan analizler sonucunda, Cyberhunt etkinlikleri ile İngilizce dersi işleyen deney grubu öğrencileri ve mevcut öğretim programındaki yöntemler ile İngilizce dersi işleyen kontrol grubu öğrencilerinin son test puan ortalamaları arasında deney grubu lehine anlamlı bir fark bulunmuştur. Ayrıca, Cyberhunt etkinliklerinin okuduğunu anlama düzeyinin anlamlı bir yordayıcısı olduğu belirlenmiştir. Buna ek olarak, deney grubu öğrencilerinin son test puan ortalamaları üzerinde yapılan bağımsız örneklem t-testi sonucunda, öğrencilerin başarı düzeylerinin cinsiyete göre bir farklılık göstermediği sonucuna ulaşılmıştır

Anahtar Kelimeler

Cyberhunt, İngilizce eğitimi, İngilizce öğrenme, İngilizce öğretimi

The Impact of Cyberhunt on Reading Comprehension Level in Foreign Language Teaching

Öz

The aim of this study is to determine the effect of the Cyberhunt activities and the methods in the current curriculum on students’ reading and comprehension level in English. This study was conducted using the quasi-experimental design. Participants of this study consisted of 32 fifth grade students who are studying in a secondary school from Çilimli district of Düzce province in the 2017-2018 academic year. The simple present tense test was applied to the students as pre-test and post-test to determine whether the initial conditions were equal before the test process and whether the method used in the foreign language lessons in the experimental and control groups was active after the application process. Dependent samples t-test, independent samples t-test, and regression analysis were applied to the scores of the students in experimental and control groups. As a result of the analyses made, there was a significant difference between the post-test scores of the experimental group students who are studying English language courses with Cyberhunt activities and the control group students who are studying the foreign language courses with the methods in the current curriculum in favor of the experimental group. It was also found that the Cyberhunt is a significant predictor of reading comprehension level. In addition, as a result of the independent samples t-test made on the final test scores of the students in the experimental group, the achievement levels of the students show no difference according to gender

Anahtar Kelimeler

Cyberhunt, English language learning, English language teaching, English language instruction

Kaynakça

• Abdallah-Pretceille, M. (1983). The perception of the other: Pivotal point of the intercultural approach. Francais dans le Monde, 181, 40-44.
• Lee, L. (2005). Using web-based instruction to promote active perspectives. CALICO Journal, 23(1), 139-152.
• Lih, A. (2009). The Wikipedia revolution: How a bunch of nobodies created the World’s greatest encyclopedia. Newyork: Hyperion.
• Liu, J. (2010). An experimental study on the effectiveness of multimedia in college English teaching. English Language Teaching, 3(1), 191-194.
• Mandl, H., & Freidrich, H. F. (2006). Handbuch lernstrategien. Göttingen: Horefe.
• Marzban, A. (2011). Improvement of reading comprehension through computer-assisted language learning in Iranian intermediate EFL students. Procedia Computer Science, 3, 3-10.
• Mede, E., & Uygun, S. (2014). Evaluation of a language preparatory program: A case study. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 3(4), 201-221.
• Memiş. M. R., & Erdem, M. D. (2013). Methods/usage features that are used ın foreign language teaching and critics. International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(9), 297-318.
• Morris, B. (2005). Why study a foreign language? Retrieved from http://www.learnnc.org/lp.
• Nida, E. A. (2003). Language and culture: Two similar symbolic systems. In S. Petrilli (Ed.), Translation. Newyork: Rodopi.
• Orhan, A., & Çeviker-Ay, Ş. (2017). Evaluation scale of english language course curriculum conducted by distance education: A validity and reliability study. Journal of Higher Education and Science, 7(3), 534-545.
• Ökmen, B. (2015). The relationship between English language teaching methods, that English teachers use, and students’ academic success (Unpublished master’s thesis). Düzce Üniversitesi Sosyal Bilimler Enstitüsü, Düzce.
• Özil, Ş. (1991). Dil ve kültür. İstanbul: Cem Yayınevi.
• Özkanal, Ü., & Hakan, A. G. (2010). Effectiveness of university English preparatory programs: Eskisehir Osmangazi University Foreign Languages Department English Preparatory Program. Journal of Language Teaching and Research, 1(3), 295-305.
• Prensky, M. (2009). H. Sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate: Journal of Online Education, 5(3), 1-11.
• Rahimi, M., & Miri, S. S. (2014). The impact of mobile dictionary use on language learning. Procedia-Social and Behavioral Sciences, 98, 1469-1474.
• Rechtfertig, M. A. (2002). Online learning module: Internet cyberhunts. Working Paper. Dixie School District Staff Development Day.
• Renau-Renau, M. R., & Pérez-Garralón, B. (2016). Integrating ICT in a didactic unit: Lights, camera, action International Journal for 21st Century Education, 3, 7-26.
• Sancar-Tokmak, H., Sürmeli, H., & Ozgelen, S. (2014). Pre-service Science Teachers’ Perceptions of their TPACK Development after Creating Digital Stories. International Journal of Environmental and Science Education, 9(3), 247–264.
• Sancar-Tokmak, H., & Yanpar-Yelken, T. (2015). Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence, Educational Studies, 41(4), 444-461.
• Ünal. D. Ç., Onursal-Ayırır, İ., & Arıoğul, S. (2011). The use of foreign language learning strategies by university students learning English, German and French. Hacettepe University Journal of Education, 41, 473-484.
• Vassilikopoulou, M., Retalis, S., Nezi, M., & Boloudakis, M. (2011). Pilot use of digital educational comics in language teaching. Educational Media International, 48(2), 115-126.
• Wilson, R. (1999). The importance of appearance in the design of web books (Unpublished master’s thesis). University of Strathclyde, Glasgow.
• Wilson, R., & Landoni, M. (2001, September). Evaluating electronic textbooks: A methodology. Proceedings of the Research and Advanced Technology for Digital Libraries, ECDL (pp. 1-12). Darmstadt.
• Yakut, A. D., & Aydın, S. (2017). An experimental study on the effects of the use of blogs on EFL reading comprehension. Innovation in Language Learning and Teaching, 11(1), 1-16.
• Yang, S., & Mei, B. (2018). Understanding learners’ use of augmented reality in language learning: Insights from a case study. Journal of Education for Teaching, 44(4),1-3.
• Yıldırım, N. (2012). Mobile learning in foreign language education with educational games (Unpublished master’s thesis). Fırat Üniversitesi, Elazığ.
• Zarei, R., Heidari-Darani, L., & Golestan, A. A. (2017). Effect of telegram application on Iranian advanced EFL learners’ vocabulary knowledge and attitude. International Journal of Foreign Language Teaching & Research, 5(20), 95-109.
• Zhu, Y., Wang, Y., Yu, C., Shi, S., Zhang, Y., He, S., Zhao, P., Ma, X., & Shi, Y. (2017, May). ViVo: Video-augmented dictionary for vocabulary learning. CHI ‘17 Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems. Denver: ACM.