Anlamaya Dayalı Tasarım (UbD) Tabanlı İngilizce Öğretiminin Dil Becerilerine ve Özyeterlik İnancına Etkisi: Karma Yöntemli Bir Durum Çalışması

Öz

Bu çalışma Anlamaya Dayalı Tasarım (UbD) modeline göre yapılandırılmış bir öğretim sürecinin ortaöğretim 9. sınıf öğrencilerinin İngilizce dil becerileri ve özyeterlik inançları üzerindeki etkisini incelemeyi amaçlamaktadır. Araştırma tek durumlu yakınsayan karma yöntem deseninde tasarlanmıştır. Uygulama süreci Emergency and Health Problems (EHP) teması temel alınarak planlanmış, dört temel dil becerisini geliştirmeye yönelik etkileşimli ve görev temelli etkinliklerle yapılandırılmıştır. Nicel veriler başarı testi ve özyeterlik ölçeği ile; nitel veriler ise öğrenci yansıtma formları ve odak grup görüşmeleri aracılığıyla toplanmıştır. Nicel analizler, öğrencilerin dört dil becerisinde istatistiksel olarak anlamlı gelişim gösterdiğini ortaya koymuştur. Özyeterlik inançlarında ise istatistiksel olarak anlamlı bir artış tespit edilmemiş; bu durum uygulama süresinin kısalığı, küçük örneklem boyutu ve tek durumlu desenin getirdiği istatistiksel sınırlılıklar ile açıklanmıştır. Nitel bulgular, öğrencilerin öğretim sürecini anlamlı, motive edici ve işlevsel bulduklarını; dijital araçların öğrenme sürecine katılımı artırdığını ve gerçek yaşamla kurulan bağlantıların öğrenmeyi derinleştirdiğini göstermektedir. Bu bulgular, UbD modelinin görev tabanlı etkinlikler ve dijital araçlarla bütünleştirildiğinde öğrencilerin dil becerilerini geliştirmeye ve aktif katılımlarını sağlamaya katkı sunabileceğini göstermektedir.

Anahtar Kelimeler

• Anlamaya Dayalı Tasarım
• Durum Çalışması
• İngilizce Öğretimi
• Özyeterlik

The Effect of Understanding by Design (UbD)-Based English Instruction on Language Skills and Self-Efficacy Beliefs: A Mixed-Method Case Study

Öz

This study aims to investigate the effects of a teaching process designed in accordance with the Understanding by Design (UbD) model on the English language skills and self-efficacy beliefs of ninth-grade high school students. The research employed a single-case convergent mixed-methods design. The implementation process was organized around the Emergency and Health Problems (EHP) theme and structured through interactive, task-based activities targeting the development of the four core language skills. Quantitative data were collected using an achievement test and a self-efficacy scale, while qualitative data were obtained through student reflection forms and focus group interviews. Quantitative analyses revealed statistically significant improvements in students’ four language skills. However, no statistically significant increase was observed in self-efficacy beliefs; this finding may be attributed to the short duration of the intervention, as well as statistical limitations associated with the small sample size and single-case design. Qualitative findings indicated that students perceived the learning process as meaningful, motivating, and functional. Digital tools enhanced engagement, and real-life connections deepened learning. These findings suggest that, when integrated with task-based activities and digital tools, the UbD model can contribute to the development of students’ linguistic skills and promote active participation.

Anahtar Kelimeler

• UbD
• ELT
• Self-efficacy
• Case Study

Kaynakça

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