Tersine Öğretim ve Karşılıklı Öğretimin Okuma Anlama Becerileri Üzerindeki Etkisi

Öz

Tersine çevrilmiş metodolojinin etkinliği, büyük ölçüde eğitimcilerin öğrencilerin akademik zorluklarını ele alan ders planları tasarlama ve uygulama becerilerine bağlıdır. Karşılıklı öğretim, okuduğunu anlama becerisini geliştirmede umut vaat etse de tersine çevrilmiş ders planlarına entegrasyonu henüz yeterince araştırılmamıştır. Bu çalışma, rastgele seçilen 42 lise öğrencisinin okuduğunu anlama becerisini geliştirmek için karşılıklı öğretimin tersine çevrilmiş sınıf çerçevesine nasıl entegre edilebileceğini inceleyerek bu boşluğu ele almaktadır. Yarı deneysel bir tasarım kullanan çalışma, öğrencilerin ders öncesi ve sonrası geri bildirim puanlarını karşılaştırmak için eşleştirilmiş örneklem t-testi kullanmıştır. Geri bildirim, beş puanlık Likert ölçeğinde ön bilgi, motivasyon ve eleştirel düşünmeyi değerlendiren anonim formlar aracılığıyla toplanmıştır. Tedavi öncesinde, öğrencilerin dijital araçlara ve internete, özellikle akıllı telefonlar aracılığıyla erişimleri doğrulanmıştır. Müdahale üç aşamadan oluşmuştur: geleneksel dersin ardından temel geri bildirim, karşılıklı öğretim stratejilerini içeren tersine öğretim yoluyla tedavi ve tedavi sonrası geri bildirim. Sonuçlar, istatistiksel olarak anlamlı bir iyileşme ortaya koymuş ve bu da sıfır hipotezinin reddedilmesine yol açmıştır. Tedavi sonrası puanlardaki artış, okuduğunu anlama zorluklarının üstesinden gelmek için tersine derslerde karşılıklı öğretimin etkinliğini vurgulamaktadır. Bu bulgular, karşılıklı öğretim yoluyla motivasyon, katılım, eleştirel düşünme ve etkileşimin iyileştiğini vurgulayan önceki çalışmalarla uyumludur. Ders öncesi materyallerin sınıf içi işbirliğine dayalı öğrenmeyle entegre edilmesi, öğrencilerin motivasyonunu artırır, ön bilgilerini geliştirir ve eleştirel düşünmeyi keskinleştirir. Ancak, öğrencilerin ilerlemelerinin çeşitliliği, bağlamsal ve bireysel faktörler hakkında daha fazla araştırma yapılması gerektiğini göstermektedir. Bu çalışma, tersine öğrenme ile karşılıklı öğretimi birleştirmenin pratikliğini desteklemekle birlikte, küçük örneklem ve sınırlı bağlam, öğretim yaklaşımlarını iyileştirmek ve uyarlama için daha geniş kapsamlı çalışmalar yapılmasını gerektirmektedir.

Anahtar Kelimeler

• Okuduğunu anlama
• tersine sınıf
• ders planı
• karşılıklı öğretim
• ön bilgi
• eleştirel düşünme
• motivasyon.

The Impact of Flipped Instruction and Reciprocal Teaching on Reading Comprehension Skills

Öz

The effectiveness of flipped methodology largely depends on educators’ skill in designing and implementing lesson plans that address students' academic challenges. While reciprocal teaching has shown promise in enhancing reading comprehension, its integration into flipped lesson plans remains underexplored. This study addresses this gap by examining how reciprocal teaching can be embedded within a flipped classroom framework to improve reading comprehension among 42 randomly selected high school students. Using a quasi-experimental design, the study employed a paired samples t-test to compare students’ pre- and post-lesson feedback scores. Feedback was collected via anonymous forms assessing prior knowledge, motivation, and critical thinking on a five-point Likert scale. Before treatment, students' access to digital tools and the Internet, mainly through smartphones, was confirmed.The intervention consisted of three stages: baseline feedback after a traditional lesson, treatment via flipped instruction incorporating reciprocal teaching strategies, and post-treatment feedback. Results revealed a statistically significant improvement, leading to rejection of the null hypothesis. The increase in post-treatment scores highlights the effectiveness of reciprocal teaching in flipped lessons for overcoming reading comprehension challenges.These findings align with previous studies emphasizing improved motivation, engagement, critical thinking, and interaction through reciprocal teaching. Integrating pre-class materials with in-class collaborative learning fosters student motivation, enhances prior knowledge, and sharpens critical thinking. However, varied student progress suggests the need for further research into contextual and individual factors. While this study supports the practicality of combining flipped learning with reciprocal teaching, its small sample and limited context call for broader studies to refine and tailor instructional approaches.

Anahtar Kelimeler

• flipped classroom
• reading comprehension
• lesson plan
• reciprocal teaching

Kaynakça

1. Abdelmoati, M. R. (2023). Reciprocal teaching as a cognitive and metacognitive strategy in promoting Saudi university students’ reading comprehension. Open Education Studies, 5(1), 1–11. https://doi.org/10.1515/edu-2022-0200
2. Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning, 14(9), 130–147. https://doi.org/10.3991/ijet.v14i09.10348
3. Albatool, A., & Moneus, A. (2023). Towards interactive teaching strategies in teaching English literature. Theory and Practice in Language Studies, 13(8), 1912–1919. https://doi.org/10.17507/tpls.1308.06
4. Basoeki, O., Wu, T., & Huang, Y. (2020). Design of reciprocal-teaching collaborative learning approach in enhancing students’ reading-comprehension skill. In T. C. Huang, T. T. Wu, J. Barroso, F. E. Sandnes, P. Martins, & Y.-M. Huang (Eds.), Innovative technologies and learning (Lecture Notes in Computer Science, Vol. 12555, pp. 23–32). Springer. https://doi.org/10.1007/978-3-030-63885-6
5. Boyd, M. P. (2012). Planning and realigning a lesson in response to student contributions. The Elementary School Journal, 113(1), 25–51. https://doi.org/10.1086/665817
6. Carey, N., Simonton, K., & Byra, M. (2023). Using a flipped classroom to improve student analysis and feedback to peers in the reciprocal style of teaching. Journal of Physical Education, Recreation & Dance, 94(7), 35–39. https://doi.org/10.1080/07303084.2023.2237551
7. Chen, T., Luo, H., Wang, P., Yin, X., & Yang, J. (2023). The role of pre-class and in-class behaviours in predicting learning performance and experience in flipped classrooms. Heliyon, 9, Article e15234. https://doi.org/10.1016/j.heliyon.2023.e15234
8. Chizhik, E. W., & Chizhik, A. W. (2018). Using activity theory to examine how teachers’ lesson plans meet students’ learning needs. The Teacher Educator, 53(1), 67–85. https://doi.org/10.1080/08878730.2017.1296913

9. Clark, C. M., Wildfong, S., & Yinger, R. (1978). Identifying cues for use in studies of teacher judgment (Research Series No. 23). Institute for Research on Teaching, Michigan State University.
10. Farrell, T. S. C. (2002). Lesson planning. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 30–39). Cambridge University Press.
11. Fathi, J., & Rahimi, M. (2022). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning, 35(7), 1668–1706. https://doi.org/10.1080/09588221.2020.1825097
12. Fung, I. Y. Y., Wilkinson, I. A. G., & Moore, D. W. (2003). L1-assisted reciprocal teaching to improve ESL students’ comprehension of English expository text. Learning and Instruction, 13(1), 1–31. https://doi.org/10.1016/S0959-4752(01)00033-0
13. Hashemifardnia, A., Namaziandost, E., & Shafiee, S. (2018). The effect of implementing flipped classrooms on Iranian junior high-school students’ reading comprehension. Theory and Practice in Language Studies, 8(6), 665–673. https://doi.org/10.17507/tpls.0806.17
14. Hatch, L., & Clark, K. S. (2021). A study of the instructional decisions and lesson-planning strategies of highly effective rural elementary-school teachers. Teaching and Teacher Education, 108, Article 103505. https://doi.org/10.1016/j.tate.2021.103505
15. Irwin, J. W. (1991). Teaching reading comprehension processes. Allyn & Bacon.
16. Jamali Nasari, A., & Heidari, M. (2014). The important role of lesson plan on educational achievement of Iranian EFL teachers’ attitudes. International Journal of Foreign Language Teaching and Research, 2(5), 27–34. http://jfl.iaun.ac.ir/
17. Khoiriyah, Kh. (2021). Flipping the classroom to enhance EFL students’ listening skill. Journal on English as a Foreign Language, 11(1), 21–41. https://doi.org/10.23971/jefl.v11i1.2010
18. Kyung Ko, E. (2012). What is your objective?: Preservice teachers’ views and practice of instructional planning. The International Journal of Learning, 18(7), 89–99.
19. Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141–165.
20. Li, W., & Zou, W. (2017). A study of EFL teacher expertise in lesson planning. Teaching and Teacher Education, 66, 231–241. https://doi.org/10.1016/j.tate.2017.04.009
21. Ma, Y., Wei, C., & Huang, T. (2024). A full-flipped classroom mode from the perspective of junior high-school English teachers. Heliyon, 10, Article e24864. https://doi.org/10.1016/j.heliyon.2024.e24864
22. Mafarja, N., Mohamad, M. M., Zulnaidi, H., & Fadzil, H. M. (2023). Using reciprocal teaching to enhance academic achievement: A systematic literature review. Heliyon, 9, Article e18269. https://doi.org/10.1016/j.heliyon.2023.e18269
23. Mawlood, A., & Abbas, N. (2022). Teachers’ attitudes towards reciprocal-teaching strategies for improving high-school students’ reading skills. Journal of Language Studies. https://doi.org/10.25130/jls.5.4.2.10
24. Mumba, F., Chabalengula, V. M., Moore, C. J., & Hunter, W. J. F. (2007). Mathematics and science teaching fellows’ instructional planning for K-12 classrooms. Science Educator, 16(2), 38–43.
25. Ng, E. K. L. (2023). Student engagement in the flipped classroom in nursing education: An integrative review. Nurse Education in Practice, 68, Article 103585. https://doi.org/10.1016/j.nepr.2023.103585
26. Novridewi, N., Wachyunni, S., & Sulistiyo, U. (2023). Reciprocal teaching as a strategy to improve students’ understanding of reading content. Jurnal Ilmiah Universitas Batanghari Jambi, 23(1), 761–766. https://doi.org/10.33087/jiubj.v23i1.3269
27. O’Hare, L., Stark, P., Cockerill, M., Lloyd, K., McConnellogue, S., Gildea, A., Biggart, A., Bower, C., & Connolly, P. (2023). Comparing the effectiveness of two reciprocal reading-comprehension interventions for primary-school pupils in disadvantaged schools. British Journal of Educational Psychology, 93(4), 1123–1145. https://doi.org/10.1111/bjep.12623
28. Oo, T. Z., Magyar, A., & Habók, A. (2021). Effectiveness of the reflection-based reciprocal-teaching approach for reading-comprehension achievement in upper secondary school in Myanmar. Asia Pacific Education Review, 22, 675–698. https://doi.org/10.1007/s12564-021-09707-8
29. Owens, A. (1976). The effects of question generation, question answering, and reading on prose learning [Doctoral dissertation, University of Michigan]. University Microfilms.
30. Palincsar, A. S. (1986). Reciprocal teaching. In Teaching reading as thinking (pp. xx–xx). North Central Regional Educational Laboratory.
31. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1
32. Rukmanta, N. A., & Yanto, E. S. (2022). Secondary-school students’ experience in reciprocal-teaching strategy on reading comprehension through the flipped classroom. Project: Professional Journal of English Education, 5(2), 432–440. https://doi.org/10.22460/project.v5i2.p432-440
33. Samadi, F., Jafarigohar, M., Saeedi, M., Ganji, M., & Khodabandeh, F. (2024). Impact of flipped classroom on EFL learners’ self-regulated learning and higher-order thinking skills during the COVID-19 pandemic. Asian Journal of Second and Foreign Language Education, 9, Article 24. https://doi.org/10.1186/s40862-023-00246-w
34. Santhanasamy, C., & Md, M. (2022). A systematic review of flipped-learning approach in improving speaking skills. European Journal of Educational Research, 11(1), 127–139. https://doi.org/10.12973/eu-jer.11.1.127
35. Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12–20. https://www.jstor.org/stable/3699971
36. Singay, S. (2020). Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes toward flipped-learning approach in learning grammar. Indonesian Journal of Applied Linguistics, 9(3), 666–674. https://doi.org/10.17509/ijal.v9i3.23217
37. Teele, S. (2004). Overcoming barricades to reading: A multiple intelligences approach. Corwin Press.
38. Tricarico, K., & Yendol-Hoppey, D. (2012). Teacher learning through self-regulation: An exploratory study of alternatively prepared teachers’ ability to plan differentiated instruction in an urban elementary school. Teacher Education Quarterly, 39(1), 139–158. https://files.eric.ed.gov/fulltext/EJ977360.pdf
39. Tsai, M.-N., Liao, Y.-F., Chang, Y.-L., & Chen, H.-C. (2020). A brainstorming flipped-classroom approach for improving students’ learning performance, motivation, teacher-student interaction, and creativity in a civics education class. Thinking Skills and Creativity, 38, Article 100747. https://doi.org/10.1016/j.tsc.2020.100747
40. Umar, A. (2022). The effect of flipped classroom on students’ reading comprehension at SMA Negeri 1 Wawotobi. Prosodi, 16(2), 162–167. https://doi.org/10.21107/prosodi.v16i2.15979
41. Wu, T.-T., & Chen, A.-C. (2018). Combining e-books with mind mapping in a reciprocal-teaching strategy for a classical Chinese course. Computers & Education, 116, 64–80. https://doi.org/10.1016/j.compedu.2017.08.012
42. Yang, Y.-F. (2010). Developing a reciprocal teaching/learning system for college remedial reading instruction. Computers & Education, 55(3), 1193–1201. https://doi.org/10.1016/j.compedu.2010.05.016
43. Zainuddin, Z., Haruna, H., Li, X., Zhang, Y., & Chu, S. K. W. (2019). A systematic review of flipped-classroom empirical evidence from different fields: What are the gaps and future trends? On the Horizon, 27(2), 72–86. https://doi.org/10.1108/oth-09-2018-0027
44. Zhao, X., & Yang, Y. (2023). Impact of social-media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety. Frontiers in Psychology, 13, Article 1052737. https://doi.org/10.3389/fpsyg.2022.1052737