İNGİLİZCE ÖĞRETMEN ADAYLARININ SORU SORMA STRATEJİLERİNİN İNCELENMESİ

Yıl 2023, , 1002 - 1014, 30.06.2023

Cemile Dogan , Hayriye Ulaş Taraf , Eda Ercan Demirel

https://doi.org/10.30783/nevsosbilen.1268684

Öz

Öğrencilerin eleştirel düşünme olarak da adlandırılan üst düzey düşünmelerini sağlayabilmek, Bloom'un Gözden Geçirilmiş Eğitim Hedefleri Taksonomisinde (2001) önerildiği gibi, sadece bilgiyi hatırlamanın ötesinde, bilgiyi analiz etme, değerlendirme ve yaratma gibi öğretim stratejilerini kullanmayı gerektirir. Öğretimde uygulama ve değerlendirme için vazgeçilmez bir araç olan sorgulama hem ulaşılması gereken bir amaç hem de üst düzey düşünme seviyelerine erişmek için değerli bir araçtır. Söz konusu becerileri edinen bir öğretmenin, bunları geleceğin dil öğretmenlerine aktarabileceğini göz önünde bulunduran öğretmen eğitimcileri, eleştirel düşünmeyi teşvik eden dersler tasarlama arayışı içindedir. Bu çalışmada, Bloom'un Gözden Geçirilmiş Taksonomisini bir çerçeve olarak kullanarak, bir üniversitedeki İngiliz Dili Eğitimi öğrencilerinin üst düzey düşünme düzeylerine ilişkin bilgilerini ortaya çıkarmak amacıyla sorgulama becerilerini araştırmak amacıyla ‘Edebiyat ve Dil Öğretimi' başlıklı temel derslerden biri seçilmiştir. Öğrencilere, Avrupa Ortak Referans Çerçevesi seviyelerine göre sınıflandırılmış rastgele seçilmiş kısa hikayeler dağıtılmıştır. Daha sonra, bu hikayeleri gelecekteki öğrencilerine okutacaklarını hayal ederek sorular oluşturmaları istenmiştir. Soruların Bloom'un Gözden Geçirilmiş Taksonomisinin hangi seviyelerine karşılık geldiği ve her seviyedeki soruların sıklığı ve dağılımı incelenmiştir. Bulgular, öğretmen adayları tarafından oluşturulan ve taksonomideki alt düzey düşünme becerilerine hitap eden soruların, hikayelerin her seviyesi için üst düzey düşünme becerilerinden daha ağır bastığını ortaya koymuştur.

Anahtar Kelimeler

Bloom'un revize edilmiş taksonomisi, İngiliz Dili Eğitimi, Sorgulama, Eleştirel düşünme, öğretmen adayları

EXAMINING PRE-SERVICE ELT TEACHERS’ QUESTIONING STRATEGIES

Öz

Promoting learners' higher-order thinking, which is also called critical thinking. requires using instructional strategies beyond merely recalling information but analyzing, evaluating, and creating information, as suggested in Bloom's Revised Taxonomy of Educational Objectives (2001). As an indispensable vehicle for instructional practice and assessment, questioning is both an end to be achieved and a valuable means to attaining higher-order thinking levels. Bearing in mind that a teacher who can incorporate the so-called skills may transfer those to future language practitioners, teacher educators are on the lookout for designing courses that foster critical thinking. In this study, one of the core courses entitled 'Literature in ELT' was chosen to explore the questioning levels of pre-service ELT learners (henceforth PTEs) at a university to uncover their knowledge of higher-order thinking levels using Bloom’s Revised Taxonomy as a framework. Randomly selected short stories which were classified according to Common European Framework of References (CEFR) levels were distributed to the learners. Afterwards, they were asked to generate questions imagining that they would assign these stories to their future learners to check their reading comprehension. The questions were gathered to determine what levels of Bloom’s Revised Taxonomy the questions correspond to and examine the frequency and distribution of the questions at each level. The findings revealed that questions created by PTEs, addressing lower-level thinking skills in the taxonomy, outweighed the higher-order thinking skills for each level of stories.

Anahtar Kelimeler

Bloom's Revised Taxonomy, ELT Questioning, Pre-service teachers, Critical thinking

Kaynakça

• Akatsuka, Y. (2019). Awareness of critical thinking attitudes and English speaking skills: The effects of questions involving higher-order thinking. Journal of Pan-Pacific Association of Applied Linguistics, 23(2), 59-84.
• Alagözlü, N. (2007). Critical thinking and voice in EFL writing. Asian EFL Journal, 9(3), 118-136.
• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing. Allyn and Bacon.
• Ashadi, I. R., & Lubis, N. (2017). A survey on the levels of questioning of ELT: A case study in an Indonesian tertiary education. Advances in Language and Literary Studies, 8(3), 26-31.
• Azerefegn, K. I. F. L. E. (2008). A Study on types of teacher questions and questioning strategies: A case of two private secondary schools in Addis Ababa. [Unpublished Thesis of Addis Ababa University] Institute of Language studies.
• Barkhuizen, G. (2002). The QUEST for an approach to guided critical reading and writing. Prospect, 17(3), 19-28.
• Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47(4), 450–466.
• Benjelloun, M., & El Allame, Y. E. (2019). Bloom’s taxonomy and Moroccan children’s vocabulary and critical thinking skills development. Arab World English Journal, 10 (2) 342-352. https://doi.org/10.24093/awej/vol10no2.26
• Betts, G.H. (1910). The recitation. Houghton-Mifflin.
• Black, S. (2005). Teaching students to think critically. Education Digest, 70(6), 42-47.
• Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge University Press.
• Brouwer, N. (2015). Video-based reflection on teaching: What makes it effective? Orbis Scholae, 9(2), 139-144.
• Collins, R. (2014). Skills for the 21st century: Teaching higher-order thinking. Curriculum & Leadership Journal, 12(14). http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID=12910
• Creswell, J. W. (2017). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Pearson.
• Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57 (10), 1-15. https://doi: 10.1177/0022487105285962.
• Doğan, C., & Başol, H. Ç. (2021). Critical thinking and reading levels of preservice English teachers on the verge of a new course. International Journal of Language Academy, 9 (3), 83-95.
• Doğanay, A., & Ünal, F. (2006). Eleştirel düşünmenin öğretimi. In Şimşek, A. (Ed.). İçerik türlerine dayalı öğretim. Nobel Yayıncılık.
• Douglas, N.L. (2000). Enemies of critical thinking: Lessons from social psychology research. Reading Psychology, 21, 129-144.
• Elder L., & Paul R. (1994). Critical thinking: why we must transform our thinking, Journal of Developmental Education, 18 (1), pp. 34-35.
• Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. http://webcache.googleusercontent.com/search?q=cache:gQfIdFRxyuMJ:faculty.education.illinois.edu/rhennis/documents/TheNatureofCriticalThinking_51711_000.pdf+&cd =2&hl=tr&ct=clnk&gl=tr
• Epstein, R. L. (1999). Critical thinking. Wadsworth Publishing Company.
• Evancho, R. S. (2000). Critical thinking skills and dispositions of the undergraduate baccalaureate nursing student. Southern Connecticut State University, Unpublished master's thesis.
• Facione, P. A (2011). Think critically, Pearson Education.
• Fisher, R. (2005). Teaching children to think. Nelson Thornes, Ltd.
• Forehand, M. (2010). Bloom’s taxonomy. Emerging Perspectives on Learning, Teaching, and Technology, 41, 47-56.
• Halpern, D. F. (2007). The nature and nature of critical thinking. In R. J. Sternberg, H. L. Roediger & D. F. Halpern (Eds.), Critical thinking in Psychology. (pp. 1-14). Cambridge University Press.
• Lillie, E. (2003). Convergence and divergence differing approaches to quality and accreditation in Europe. In H. Eggins (Ed.), Globalization and reform in higher education (pp. 99–116). Mc Graw Hill.
• Halvorsen, A. (2005). Incorporating critical thinking skills development into EFL/EFL courses. The Internet TESL Journal, 11(3), 1-2.
• Hanks, J. (2018). Supporting language teachers as they engage in research. ETAS Journal, 35(3), 48–50. Jie, Z., Yuhang, J. & Yuan, Y. (2015). The investigation on critical thinking ability in EFL reading class. English Language Teaching, 8(1), 83-94.
• Khalifa, H., & Weir, C.J. (2009). Examining reading: Research and practice in assessing second language reading. Cambridge University Press.
• Khorsand, N. (2009). Cognitive Levels of Questions Used by Iranian EFL Teachers in Advanced Reading Comprehension Tests. Online Submission.
• Köksal, D., & Ulum, Ö. G. (2018). Language assessment through Bloom’s Taxonomy. Journal of language and linguistic studies, 14(2), 76-88.
• Krathwohl, D.R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practices, 41(4), 212-218. Masyruha, Atmowardoyo, H. & Salija, K. (2018). Examining students’ questioning strategies in EFL classroom interaction. ELT Worldwide, 5(2) 2503-2291.
• McBain, R. (2011). How High Can Students Think? A Study of Students' Cognitive Levels Using Bloom's Taxonomy in Social Studies. Online Submission.
• Milawati, M., & Suryati, N. (2019). EFL teacher’s oral questioning: Are her questions and strategies effective? Dinamika Ilmu, 19(1), 37-55. https://doi.org/10.21093/di.v19i1.1545
• Myhill, D., and F. Dunkin. 2005. Questioning learning. Language and Education 19(5), 415–27. OECD. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. PISA, OECD Publishing, Paris. https://doi.org/10.1787/9789264266490-en
• Pukienė, A. & Doğan, C. (2022, November 7-8). What’s in a name? Enhancing students’ critical thinking in the context of modern consumer society. [Conference presentation abstract] Kauno Colegija Conference on Art, Design, Languages and Education, Innovations in Theory and Practice. Kaunas, Lithuania. https://adle.kaunokolegija.lt/en/programme-2/
• Ryan, K. A. (2018). An investigation of pre-service teacher assessment literacy: Measure development and Edtpa performance. Ph.D Theses, Kent University.
• Seferoglu, S. S. & Akbyık, C. (2006). Teaching critical thinking. H.U. Journal of Education, 30, 193-200.
• Scriven, M. & Paul, R. (2008) Defining critical thinking, Foundation for Critical Thinking. http://www.criticalthinking.org/aboutCT/definingCT.cfm
• Stapleton, P. (2002). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal, 56(3), 250–257.
• Sullivan, P., & Clarke, D. J. (1991). Communication in the classroom: The importance of good questioning. Deakin Uni Pub.
• Sunggingwati, D. & Nguyen, H. (2013). Teachers’ questioning in reading lessons: A case study in Indonesia. Electronic Journal of Foreign Language Teaching, 10(1), 80–95.
• Şeker, H., & Kömür, S. (2008). The relationship between critical thinking skills and in‐class questioning behaviours of English language teaching students. European Journal of Teacher Education, 31(4), 389-402.
• Tarakçıoğlu, B. E. (2008). Turkish university EFL students' oral expression of critical thinking in classroom discussions [Doctoral dissertation]. Bilkent University.
• Tarman,B. & Kuran, B. (2015). Examination of the cognitive level of questions in social studies textbooks and the views of teachers based on Bloom’s taxonomy. Educational Sciences: Theory & Practice,15(1), 213-222.
• Toharudin, U. (2017). Critical thinking and problem-solving skills: How are these skills needed in educational psychology? International Journal of Science and Research (IJSR),6(3), 2004-2007.
• Tyas, M. A., Nurkamto, J., & Marmanto, S. (2020). Cultivating students’ higher order thinking skills in EFL classes: The role of the teacher and the textbook. International Online Journal of Education and Teaching (IOJET), 7(1). 267-276 http://iojet.org/index.php/IOJET/article/view/773
• Vaughn, L. (2005). The power of critical thinking: effective reasoning about ordinary and extraordinary claims. Oxford University Press.