A Sample Investigation on Note-taking Practices of English Language Teaching Students

Yıl 2020, Sayı: 50, 118 - 137, 01.09.2020

Ayfer Su Bergil

https://doi.org/10.9779/pauefd.577953

Öz

Students’ success or failure in courses is variably affected by the development of their listening and note-taking practices. These areas of development have such kind of cognitive contributions to students. Given the central role of the lecture in faculty education, these cognitive abilities deserve to be examined in terms of university students who expected to perform cognitive abilities at the highest degree. Thus, this research aims to seek how English Language Teaching Department Students at Amasya University carry out their note-taking practices in their courses. The sample of the study consists of 1^st, 2^nd, 3^rd and 4th-grade students studying at the English Language Teaching Department during the spring semester of the 2017-2018 academic year. In addition to the demographic information and questions that explore the students’ general practices about note-taking, 42 item scale ranged in ‘‘1= Never’’, ‘‘2= Seldom’’, ‘‘3= Sometimes’’, ‘‘4= Usually’’, ‘‘5= Always’’ was applied to the students as data collection instruments. In the data analysis process, percentages and frequencies representing the ELT students generally and individually were calculated for descriptive analysis. Moreover, related to the number of the participants parametric methods were also used to reach statistical proofs to support the descriptive results of the study. The findings of the study point out such effective ideas that efforts and practices of cognitive abilities such as note-taking should be improved in the educational lives of individuals not only at their bachelor degree but also at all stages of their educational lives.

Anahtar Kelimeler

English language teaching, cognitive abilities, note-taking practices.

İngiliz Dili Eğitimi Öğrencilerinin Not Tutma Uygulamalarına İlişkin Örnek Bir Araştırma

Öz

Öğrencilerin
derslerdeki başarıları veya başarısızlıkları, dinleme ve not tutma
uygulamalarının geliştirilmesi bakımından değişkenlik gösterebilmektedir. Bu
gelişim alanlarının öğrenciler üzerinde bilişsel katkıları vardır. Fakülte
eğitiminde derslerin merkezi rolü göz önüne alındığında, bu bilişsel
yetenekler, bilişsel yetenekleri en üst düzeyde gerçekleştirmesi beklenen üniversite
öğrencileri açısından incelenmeye değer bulunmaktadır. Bu nedenle, bu
araştırmanın amacı Amasya Üniversitesi'ndeki İngilizce Öğretmenliği Bölümü
Öğrencilerinin not tutma uygulamalarını derslerinde nasıl uyguladıklarını
araştırmaktır. Araştırmanın örneklemini, 2017-2018 akademik yılı bahar
döneminde İngilizce Öğretmenliği Bölümünde öğrenim gören 1., 2., 3. ve 4. sınıf
öğrencileri oluşturmaktadır. Demografik bilgi ve öğrencilerin not tutma
konusundaki genel uygulamalarını araştıran sorulara ek olarak, ''1= Asla '', ''2=
Nadiren '', ''3= Bazen ''4= Genellikle'', ''5= Her zaman'' seçeneklerinden
oluşan not tutma uygulamalarına yönelik veri toplama aracı öğrencilere uygulanmıştır.
Veri analizi sürecinde tanımlayıcı analiz için ELT öğrencisini genel olarak ve
bireysel olarak temsil eden yüzdeler ve frekanslar hesaplanmıştır. Ayrıca,
çalışmanın tanımlayıcı sonuçlarını desteklemek amacıyla istatistiksel kanıtlara
ulaşmak için elde edilen verileri destekleyici ilgili parametrik yöntemler de
kullanılmıştır. Çalışmanın bulguları not tutma gibi bilişsel yetenek, çaba ve
uygulamaların, sadece lisans derecelerinde değil, aynı zamanda bireylerin eğitim
yaşamlarının tüm aşamalarında dahil edilerek eğitim hayatlarının iyileştirilmesi
gerektiği konusunda etkili birçok fikre işaret etmektedir.

Anahtar Kelimeler

İngilizce öğretimi, bilişsel yetenekler, not tutma uygulamaları

Kaynakça

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