Araştırma Makalesi
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Online EFL Assignments and Success

Yıl 2020, Sayı: 53, 206 - 227, 31.01.2020

Ahmet Yalçın , Mustafa Şevik

https://doi.org/10.21764/maeuefd.610406
Cited By: 3

Öz

Giving homework is a common practice at all levels of education, yet its
impact as a pedagogical tool on the learning process is still a matter of
debate. The past decade has seen the rapid development of web-based tools
created for educational purposes. In parallel with these developments,
researchers and educators have begun to show an increased interest in online
homework systems in recent years in order to evaluate learning and to overcome
the drawbacks of pen-and-paper homework. This study aims to investigate the
effects of online English as a Foreign Language (EFL) assignments on student
success  in a university vocational
school context. Participants of this experimental study were 49 first-grade
students studying at Burdur Mehmet Akif Ersoy University (MAKU) Gölhisar
Vocational School (GVS). Of these students, 28 constituted the experimental
group and 21 constituted the control group. The study was conducted in the
spring term of the 2016-2017 academic year for a 12-week period. At the
beginning of the study, a pre-test was applied to both groups. Next, five
weekly assignments were given for the experimental group via Edmodo and for the
control group as pen-and-paper homework. The effect of the assignments on
student success was determined by comparing the two groups’ pre-test and
post-test results using quantitative methods. The findings revealed that
assignments whether online or pen-and-paper increased students' success significantly.
Moreover, the success improvement of the students who did online assignments
was about double that of the students who were responsible for doing
pen-and-paper assignments. The study concluded with suggestions that EFL
teachers should give assignments in university vocational schools and that
these assignments should be given as online since they are more effective on
student success.



 

Anahtar Kelimeler

Edmodo Online Assignments Pen-and-paper Assignments

Kaynakça

  • Alemdağ, E. (2013). Edmodo: Eğitsel bir çevrimiçi sosyal öğrenme ortamı [Edmodo: An educational online social learning network]. XVIII. Türkiye’de İnternet Konferansı (s. 71-77), İstanbul Üniversitesi, İstanbul. Retrieved from http://inet-tr.org.tr/inetconf18/bildiri/28.pdf
  • Altun, E. (2008). 6th, 7th and 8th graders' attitudes towards online homework assignment sites. The Turkish Online Journal of Educational Technology, 7(4), 5-18. Retrieved from https://files.eric.ed.gov/fulltext/EJ1102932.pdf
  • Amiryousefi, M. (2016). Homework: Voices from EFL teachers and learners. Iranian Journal of Language Teaching Research, 4(2), 35-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1127366.pdf
  • Arıkan, Y. D., & Altun, E. (2007). Sınıf ve okulöncesi öğretmen adaylarının çevrimiçi ödev sitelerini kullanımına yönelik bir araştırma [A research on preschool and primary student-teachers’ use of online homework sites]. İlköğretim Online, 6(3), 366-376. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/1891/1726
  • Babadoğan, C. (1990). Ev ödevlerinin eğitim programındaki yeri [The role of assignments in the instructional programme]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 23(2), 746-767. Retrieved from http://dergiler.ankara.edu.tr/tammetin.php?id=6230
  • Baltaoğlu, M. G., Sucuoğlu, H., & Öztürk, N. (2017). Classroom teachers’ opinions about homeworks. Journal of Education and Future, 11, 95-109. Retrieved from http://dergipark.gov.tr/jef/issue/28788/308604
  • Bonham, S., Beichner, R., & Deardorff, D. (2001). Online homework: Does it make a difference? The Physics Teacher, 39(5), 293-296. doi:10.1119/1.1375468
  • Calp, Ş. (2011). İlköğretimde ev ödevi: Beşinci sınıf öğrencilerinin algıları [Homework in elementary school: The perceptions of fifth grade elementary school students]. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 2(2), 120-136. Retrieved from http://dergipark.gov.tr/download/article-file/261064
  • Chang, C., Wall, D., Tare, M., Golonka, E., & Vatz, K. (2014). Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning. Journal of Educational Psychology, 106(4), 1049-1065. doi:10.1037/a0036497
  • Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Retrieved from https://pdfs.semanticscholar.org/479a/d93fad486fde6309637e7334fa91525024da.pdf
  • Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90(1), 70-83. doi:10.1037/0022-0663.90.1.70
  • Cooper, H., Robinson, J., & Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1-62. doi:10.3102/00346543076001001
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Çevrimiçi İngilizce Ödevleri ve Başarı

Yıl 2020, Sayı: 53, 206 - 227, 31.01.2020

Ahmet Yalçın , Mustafa Şevik

https://doi.org/10.21764/maeuefd.610406
Cited By: 3

Öz

Ödev,
eğitimin tüm seviyelerinde yaygın olan bir uygulamadır, ancak pedagojik bir
araç olarak öğrenme süreci üzerindeki etkisi hala tartışma konusudur.
Geçtiğimiz on yılda, eğitim amaçlı oluşturulan web tabanlı araçların hızlı bir
gelişimi görülmüştür. Bu gelişmelere
paralel olarak, araştırmacılar ve eğitimciler, öğrenmeyi değerlendirmek ve
geleneksel ev ödevlerinde yaşanan sıkıntıları gidermek amacıyla son yıllarda
çevrimiçi ödev sistemlerine giderek artan bir ilgi göstermeye başlamışlardır.
Bu çalışma, bir meslek yüksekokulu bağlamında, çevrimiçi İngilizce ödevlerinin
öğrenci başarısı üzerindeki etkisini araştırmayı amaçlamaktadır. Bu deneysel
çalışmanın katılımcıları, Burdur Mehmet Akif Ersoy Üniversitesi (MAKÜ) Gölhisar
Meslek Yüksekokulu'nda (GMYO) okuyan toplam 49 birinci sınıf öğrencisidir.
Çalışma 2016-2017 eğitim-öğretim yılı bahar döneminde 12 haftalık bir sürede
gerçekleştirilmiştir. Çalışmanın başında her iki gruba da bir ön test
uygulanmıştır. Daha sonra, deney grubuna Edmodo üzerinden ve kontrol grubuna ise geleneksel olarak (kâğıt-kalem
kullanılarak yapılan ödev) beş adet haftalık ödevler verildi. Ödevlerin öğrenci
başarısı üzerindeki etkisi, her iki grubun ön test ve son test sonuçları nicel
analiz yöntemiyle karşılaştırılarak belirlenmiştir. Bulgular, ödevlerin ister
çevrimiçi ister geleneksel olsun, öğrencilerin başarılarını önemli ölçüde
arttırdığını ortaya koymuştur. Bununla birlikte, çevrimiçi ödevleri yapan
öğrencilerin başarı artış oranı, geleneksel ödevleri yapan öğrencilerinkine
göre iki katı civarında olmuştur.
Çalışma sonucunda, İngilizce öğretmenlerinin meslek yüksekokullarında ödev
vermeleri gerektiği ve bu ödevlerin öğrenci başarısı üzerinde daha etkili
olmasından dolayı çevrimiçi olarak verilmesi gerektiği önerilmektedir.

Anahtar Kelimeler

Çevrimiçi Ödevler Edmodo Geleneksel Ödevler

Kaynakça

  • Alemdağ, E. (2013). Edmodo: Eğitsel bir çevrimiçi sosyal öğrenme ortamı [Edmodo: An educational online social learning network]. XVIII. Türkiye’de İnternet Konferansı (s. 71-77), İstanbul Üniversitesi, İstanbul. Retrieved from http://inet-tr.org.tr/inetconf18/bildiri/28.pdf
  • Altun, E. (2008). 6th, 7th and 8th graders' attitudes towards online homework assignment sites. The Turkish Online Journal of Educational Technology, 7(4), 5-18. Retrieved from https://files.eric.ed.gov/fulltext/EJ1102932.pdf
  • Amiryousefi, M. (2016). Homework: Voices from EFL teachers and learners. Iranian Journal of Language Teaching Research, 4(2), 35-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1127366.pdf
  • Arıkan, Y. D., & Altun, E. (2007). Sınıf ve okulöncesi öğretmen adaylarının çevrimiçi ödev sitelerini kullanımına yönelik bir araştırma [A research on preschool and primary student-teachers’ use of online homework sites]. İlköğretim Online, 6(3), 366-376. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/1891/1726
  • Babadoğan, C. (1990). Ev ödevlerinin eğitim programındaki yeri [The role of assignments in the instructional programme]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 23(2), 746-767. Retrieved from http://dergiler.ankara.edu.tr/tammetin.php?id=6230
  • Baltaoğlu, M. G., Sucuoğlu, H., & Öztürk, N. (2017). Classroom teachers’ opinions about homeworks. Journal of Education and Future, 11, 95-109. Retrieved from http://dergipark.gov.tr/jef/issue/28788/308604
  • Bonham, S., Beichner, R., & Deardorff, D. (2001). Online homework: Does it make a difference? The Physics Teacher, 39(5), 293-296. doi:10.1119/1.1375468
  • Calp, Ş. (2011). İlköğretimde ev ödevi: Beşinci sınıf öğrencilerinin algıları [Homework in elementary school: The perceptions of fifth grade elementary school students]. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 2(2), 120-136. Retrieved from http://dergipark.gov.tr/download/article-file/261064
  • Chang, C., Wall, D., Tare, M., Golonka, E., & Vatz, K. (2014). Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning. Journal of Educational Psychology, 106(4), 1049-1065. doi:10.1037/a0036497
  • Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Retrieved from https://pdfs.semanticscholar.org/479a/d93fad486fde6309637e7334fa91525024da.pdf
  • Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90(1), 70-83. doi:10.1037/0022-0663.90.1.70
  • Cooper, H., Robinson, J., & Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1-62. doi:10.3102/00346543076001001
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  • Duru, S., & Çöğmen, S. (2017). İlkokul ve ortaokul öğrencileri ile velilerin ev ödevlerine yönelik görüşleri [Views of primary and secondary school students and their parents on homework]. İlköğretim Online, 16(1), 354-365. doi:10.17051/io.2017.76577
  • Ekmekçi, E. (2016). Integrating Edmodo into foreign language classes as an assessment tool. Participatory Educational Research, 16(1), 1-11. doi:10.17275/per.16.spi.1.1
  • Ektem, I. S., & Yıldız, S. B. (2017). İngilizce ev ödevlerine yönelik öğretmen görüşleri [Teacher views on English homework]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26(3), 78-91. Retrieved from http://dergipark.gov.tr/download/article-file/388748
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  • Gök, T. (2013). Ağ tabanlı ve geleneksel ev ödevlerinin öğrenci başarısı üzerindeki etkisinin karşılaştırılması [Comparison of the effects of web-based and paper-based homework on students’ achievements]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 31-51. Retrieved from http://efdergi.inonu.edu.tr/article/view/5000004125/5000004638
  • Güneş, F. (2014). Eğitimde ödev tartışmaları [Homework Discussions in Education]. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 1-25. doi:10.14686/BUEFAD.201428169
  • Gürlevik, G. (2006). Ortaöğretim matematik derslerinde ev ödevlerine yönelik öğretmen ve öğrenci görüşleri (Ankara ili Çankaya ilçesi örneği) [Teachers’ and students’ opinions about homework in secondary mathematics classes (The case of Çankaya district of Ankara province)]. (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
  • Hamutoğlu, N. B., & Kıyıcı, M. (2017). Bir eğitsel sosyal ağ olarak Edmodo’nun yükseköğretimde kullanımına yönelik öğrenci görüşlerinin incelenmesi [An exploration of university students’ views regarding the use of Edmodo as an educational social network]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 322-343. doi:10.24315/trkefd.290573
  • Harmer, J. (1998). How to teach English. Harlow: Longman.
  • Hill, S., Spencer, S., Alston, R., & Fitzgerald, J. (1986). Homework policies in the schools. Education, 107(1), p58. Retrieved from http://0-search.ebscohost.com.library.lemoyne.edu/login.aspx?direct=true&db=tfh&AN=4709765&site=ehost-live.
  • İleri, S. A. (2013). TOBB ETÜ hazırlık sınıfı öğrencilerinin ödevlere karşı tutumu ve verilen ödevlerin öğrenci başarısına etkisi [The attitudes of TOBB ETU preparatory class students towards homework and the effect of homework assignments on student achievement] (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
  • Kapıkıran, Ş., & Kıran, H. (1999). Ev ödevinin öğrencinin akademik başarısına etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 5(1999), 54-60. Retrieved from pauegitimdergi.pau.edu.tr/DergiPdfDetay.aspx?ID=317
  • Kara, S. (2016). How and why? Edmodo as a blended learning tool: A brief overview of usage and research. Proceedings of ISERD International Conference, 10-12. Bali, Indonesia. Retrieved from http://www.worldresearchlibrary.org/up_proc/pdf/300-146503126810-12.pdf
  • Karatepe, C. (2003). Ödevler ve Sınıf Yönetimine Etkisi. Retrieved from http://www.egitisim.gen.tr/tr/index.php/arsiv/sayi-1-10/sayi-2-sinif-yonetimi-haziran-2003/24-odevler-ve-sinif-yonetimine-etkisi
  • Kaya, V. H., & Kaya, E. (2018). Fen başarısını artırmak için ödevler ve kurslar gerekli midir?, Anatolian Journal of Teacher, 2(1), 48-62. Retrieved from http://dergipark.gov.tr/download/article-file/498822
  • Kongchan, C. (2012). How a non-digital-native teacher makes use of Edmodo. In ICT for Language Learning, 5th Edition, Retrieved from https://conference.pixel-online.net/conferences/ICT4LL2012/common/download/Paper_pdf/90-IBT18-FP-Kongchan-ICT2012.pdf
  • Kumar, A. (2014). Technology in learning by EFL Omani students in ELT classrooms. International Journal on English Language and Literature, 2(1). 43-50. Retrieved from https://www.researchgate.net/publication/295626268_Technology_in_Learning_by_EFL_Omani_students_in_ELT_Classrooms
  • Manowong, S. (2016). Undergraduate students’ perceptions of Edmodo as a supplementary learning tool in an EFL classroom. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 16(2), 137-161. Retrieved from http://www.thaiscience.info/journals/Article/SUIJ/10984811.pdf
  • Official Journal. (1989). Ortaokul ve ortaöğretim kurumlarındaki öğrencilerin ders dışı eğitim ve öğretim faaliyetleri hakkındaki yönetmelik [The regulation on extracurricular education and training activities of students in secondary and secondary schools]. Issue 20336, 08 Kasım 1989.
  • Özdemir, Y. (2015). Ortaokul öğrencilerinde okul tükenmişliği: Ödev, okula bağlılık ve akademik motivasyonun rolü [School burnout in secondary school students: Role of homework, school engagement and academic motivation]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(1), 27-35. Retrieved from http://dergipark.gov.tr/download/article-file/399538
  • Özdemir, O., & Erdemci, H. (2014). Meslek yüksekokulu öğrencilerinin ödev amaçlı bulut teknolojileri kullanımına yönelik görüşleri [Vocational school students' opinions towards using cloud technology for assignments]. Turkish Journal of Educational Studies, 1(3), 145-165. Retrieved from http://dergipark.gov.tr/download/article-file/402904
  • Özer, B., & Öcal, S. (2012). İlköğretim 4. ve 5. Sınıf öğrencilerinin ev ödevlerine yönelik tutumlarının değerlendirilmesi [Evaluation of 4th and 5th grade students’ attitudes towards homework]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 18(2012), 1-16. Retrieved from http://www.zgefdergi.com/Makaleler/1437299755_18_01_ID_160.pdf
  • Özer, B., & Öcal, S. (2013). Sınıf öğretmenlerinin ev ödevlerine yönelik uygulamalarının ve görüşlerinin değerlendirilmesi [The evaluation of the applications and opinions of classroom teachers for homework]. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(1), 133-149. Retrieved from http://www.tekedergisi.com/Makaleler/435475008_6%C3%B6zer.pdf
  • Paudel, J. (2012). Dealing with homework in English language teaching: A case of Dadeldhura district. Journal of NELTA, 17(1-2), 50-60. doi:10.3126/nelta.v17i1-2.8092
  • Polat, O. (2016). Eğitsel sosyal medya platformları ve Edmodo örnek uygulaması [Educational social media platforms and Edmodo sample application] (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
  • Ratniyom, J., Boonphadung, S., & Unnanantn T. (2016). The effects of online homework on first year pre-service science teachers’ learning achievements of introductory organic chemistry. International Journal of Environmental & Science Education, 11(15), 8088-8099. Retrieved from http://www.ijese.net/makale/1026
  • Richards-Babb, M., & Jackson, J. K. (2011). Gendered responses to online homework use in general chemistry. Chemistry Education Research Practice, 12(4), 409-419. doi:10.1039/C0RP90014A
  • Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Nunes, T., Suárez, N., Fuentes, S., & Moreira, T. (2015). The effects of teachers’ homework follow-up practices on students’ EFL performance: a randomized-group design. Frontiers in Psychology, 6(1528), 1-11. doi:10.3389/fpsyg.2015.01528
  • Scholastic (n.d.). Down with homework. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/down-homework/
  • Serhan, D. (2014). Web-based homework systems: The sky is the limit. Paper presented at 2014 International Conference on Web and Open Access to Learning (ICWOAL), Dubai, United Arab Emirates. Retrieved from https://ieeexplore.ieee.org/document/7009224/
  • Sırakaya, M. (2014). Öğretmen adaylarının Edmodo hakkındaki görüşleri [Teacher candidates’ views on Edmodo]. Paper presented at the 8th International Computer & Instructional Technologies Symposium, Trakya University, Edirne.
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  • Thongmak, M. (2013). Social network system in classroom: antecedents of Edmodo © adoption. Journal of e-Learning and Higher Education, 2013(1), 1-15. doi:10.51714/2013.657749
  • Thornbury, S. (2006). An a-z of ELT. Oxford: Macmillan Education.
  • Torun, F., & Dargut, T. (2015). Mobil öğrenme ortamlarında ters yüz sınıf modelinin gerçekleştirilebilirliği üzerine bir öneri [A proposal for the applicability of flipped classroom model in mobile learning environments]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(2), 20-29. Retrieved from http://dergipark.gov.tr/download/article-file/399575
  • Türkmen, H. G. (2012). Using social networking in EFL classroom in higher education. Proceedings of the 8th International Scientific Conference e-Learning and Software for Education, (pp. 350-354). Bucharest, Romania. doi:10.5682/2066-026X-12-056
  • Uzun, E. (2015). Students’ attitudes towards Edmodo as a supplementary tool for higher education. Participatory Educational Research, 15(2), 78-83. doi:10.17275/per.15.spi.2.10
  • Wallinger, L. M. (2000). The role of homework in foreign language learning. Foreign Language Annals, 33(5), 483-497. doi:10.1111/j.1944-9720.2000.tb01993.x
  • What’s New on Edmodo. (2018). Retrieved from https://www.edmodo.com/topics/7504/What-s-New-On-Edmodo
  • Yagci, T. (2015). Blended learning via mobile social media & implementation of “EDMODO” in reading classes. Advances in Language and Literary Studies, 6(4), 41-47. doi:10.7575/aiac.alls.v.6n.4p.41
  • Yalçın, A. (2019). The effects of online EFL assignments on student success: Mehmet Akif Ersoy University (MAKU) Gölhisar Vocational School (GVS) (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
  • Yıldırım, O. G., Erdoğan, T., & Çiğdem, H. (2017). The investigation of the usability of web-based assignment system. Journal of Theory and Practice in Education, 13(1), 1-9. Retrieved from http://acikerisim.lib.comu.edu.tr:8080/xmlui/bitstream/handle/COMU/1675/osman%20gazi%20y%C4%B1ld%C4%B1r%C4%B1m%20makale.pdf?sequence=1&isAllowed=y
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ahmet Yalçın 0000-0001-9569-863X

Mustafa Şevik 0000-0001-5618-8100

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 25 Ağustos 2019
Yayımlandığı Sayı Yıl 2020 Sayı: 53

Kaynak Göster

APA Yalçın, A., & Şevik, M. (2020). Online EFL Assignments and Success. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(53), 206-227. https://doi.org/10.21764/maeuefd.610406

Cited By

Online EFL Assignments and Success
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.21764/maeuefd.610406
A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives
Computers & Education
https://doi.org/10.1016/j.compedu.2021.104367
Students’ Homework Performance and Views on Edmodo
Dil Eğitimi ve Araştırmaları Dergisi
https://doi.org/10.31464/jlere.611478

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