Sınıf İçi Öğrenmeyi Güçlendirmek: Müfredatı Destekleyen Konuşma Programlarının Yabancı Dil Olarak İngilizce Öğretim Programındaki Rolü

Year 2025, Volume: 15 Issue: 2, 104 - 131, 31.12.2025

Emine Demiröz

https://doi.org/10.31704/ijocis.1594743

Abstract

Dil öğrenenler, hem sınıf içi pratik yaparak hem de dil becerilerini gerçek hayatlarında uygulayarak hedef dilde yeterlilik kazanırlar. Bu, öğrendikleri dili sınıf dışında etkili bir şekilde kullanmak için yaratıcı kapasitelerinden yararlanmayı içerir. Ancak yabancı dil öğrenenlerin, konuşulan ana dilin kendi ana dilleri olduğu ortamlarda hedef dili pratik etme fırsatları genellikle sınırlıdır. Ayrıca, bu tür dış ortamlarda dil etkileşimlerini ve ilerlemelerini izlemek ve değerlendirmek zordur. Bu çalışma, okul içinde ve dışında bir uygulama olarak EFL öğrencileri için özel olarak hazırlanmış bir müfredat dışı konuşma programındaki öğrencilerin deneyimlerini keşfetmeyi amaçlamaktadır. Bu çalışmanın katılımcıları, Türkiye'deki bir devlet üniversitesinin Yabancı Diller Bölümünde İngilizce programına devam eden 30 hazırlık sınıfı öğrencisidir. Bu çalışmada, programdaki bir sorun üzerine düşünmek için bir eylem araştırması tasarımı uygulanmıştır. Veriler, yarı yapılandırılmış görüşmeler, öğretim elemanının saha notları ve ders dışı konuşma programındaki grup liderlerinin sınıf dışındaki toplantılarla ilgili yansıtıcı raporları aracılığıyla toplanmıştır. Bulgular, öğrencilerin konuşma performanslarında, akademik gelişimlerinde, sosyal etkileşimlerinde ve psikolojik refahlarında önemli gelişmeler olduğunu ortaya koymuştur. Bu sonuçlar, benzer müfredat dışı programların standart müfredata entegre edilmesinin öğrenci katılımını, güvenini ve bütünsel gelişimini artırabileceğini, aynı zamanda daha güçlü iletişim becerilerini teşvik edebileceğini ve örgün eğitim ile pratik dil kullanımı arasındaki boşluğu doldurabileceğini göstermektedir.

Keywords

Yabancı dil , ELT müfredatı , Müfredat dışı konuşma programı , İngilizce öğrenenler

Augmenting In-Class Learning: The Role of Extracurricular Speaking Programs in EFL Curriculum

Abstract

Language learners achieve proficiency in the target language through both in-class practice and the application of their linguistic skills in real-world contexts. This process requires them to draw on their creative abilities to use the language meaningfully beyond the classroom. However, foreign language learners often have limited opportunities to practice the target language in environments where their native language predominates. Additionally, it is challenging to monitor and evaluate their language interactions and progress in such external settings. This study aims to explore the experiences of students in an extracurricular speaking program tailored for EFL learners as an intervention out of the school context. The subjects of this study were 30 preparatory-year students who were in the English program in the Faculty of Foreign Languages at a public university in Turkiye. This study implemented an action research design to reflect on a problem in the program. The data was collected through semi-structured interviews, field notes of the instructor, and reflective reports of the group leaders in the extracurricular speaking program. The data was analyzed using a six-step thematic analysis, involving familiarization, coding, theme generation, review, definition, and write-up to systematically identify and interpret recurring patterns across the data. The findings revealed significant improvements in students' speaking performance, academic growth, social interaction, and psychological well-being. These results suggest that integrating similar extracurricular programs into the standard curriculum could enhance student engagement, confidence, and holistic development, while fostering stronger communication skills and bridging the gap between formal education and practical language use.

Keywords

Foreign language , ELT curriculum , Extracurricular activities , EFL learners

Ethical Statement

This research received ethical approval from the Trakya University Institutional Review Board. All study procedures were executed in compliance with the protocols established by the Trakya University Institutional Review Board. Participants provided written informed consent for the publication of their information in an anonymized format.

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