Görev Temelli Öğrenmede Pozitif Psikolojinin Etkisi

Öz

Son yıllarda pozitif psikoloji, öğrencilerin duygusal durumlarını destekleyerek öğrenme süreçlerine olumlu katkı sağlaması nedeniyle yabancı dil eğitiminde giderek önem kazanmaktadır. Bu araştırma, grup çalışmalarında pozitif psikoloji ilkelerinin uygulanmasının, öğrencilerin duyguları ve öğrenme sürecine katılımı üzerindeki etkisini incelemeyi amaçlamaktadır. Çalışma, bir vakıf üniversitesinin İngiliz Dili ve Edebiyatı Bölümünde öğrenim gören 42 son sınıf öğrencisiyle yürütülmüştür. Veriler, üçü dört seçenekli çoktan seçmeli ve biri açık uçlu olmak üzere toplam dört sorudan oluşan yapılandırılmış bir anketle toplanmıştır. Çoktan seçmeli sorular mutluluk, motivasyon ve özgüveni ölçerken açık uçlu soru öğrencilerin grup çalışmalarına ilişkin görüşlerini ortaya çıkarmıştır. Nicel veriler betimsel istatistiklerle, açık uçlu yanıtlar içerik analiziyle değerlendirilmiştir. Bulgular, grup temelli etkinliklerin öğrencilerin mutluluk, motivasyon ve özgüvenini artırdığını ve dil öğrenme sürecinden duydukları memnuniyeti güçlendirdiğini göstermektedir. Bu sonuçlar, pozitif psikoloji yaklaşımlarının grup çalışmalarına entegre edilmesinin daha destekleyici ve etkili bir öğrenme ortamı sağladığını ortaya koymaktadır. Çalışmayı geliştirmek için anketin yanı sıra öğrencilerle görüşmeler yapılabilir, örneklem farklı sınıf ve üniversitelerden genişletilebilir, ön test-son test uygulamaları ile etkiler daha net ölçülebilir ve anketin geçerlik-güvenirlik analizleri raporda belirtilmelidir.

Anahtar Kelimeler

• Pozitif psikoloji
• Grup çalışması
• Yabancı dil eğitimi
• Özgüven
• Motivasyon

The Effect of Positive Psychology on Task-Based Learning

Öz

In recent years, positive psychology has become increasingly important in foreign language education due to its role in supporting students’ emotional states and contributing positively to learning processes. This study aimed to examine the impact of applying positive psychology principles in group work on students’ emotions and engagement in the learning process. The research was conducted with 42 final-year students from the Department of English Language and Literature at a foundation university in Istanbul. Data were collected through a structured questionnaire consisting of four items: three multiple-choice questions with four options each and one open-ended question. While the multiple-choice items measured happiness, motivation, and self-confidence, the open-ended question aimed to capture students’ perspectives on group activities. Quantitative data were analysed using descriptive statistics, and the open-ended responses were evaluated through content analysis. Findings indicated that task-based group activities enhanced students’ happiness, motivation, and self-confidence, as well as their overall satisfaction with language learning. These results demonstrate that integrating positive psychology approaches into group work created a more supportive and effective learning environment. Students reported feeling more engaged and confident throughout the activities. To further improve the study, interviews could be conducted, the sample expanded, and pre- and post-tests applied to measure effects more accurately.

Anahtar Kelimeler

• Positive psychology
• Group task
• Language acquisition
• Self confidence
• Motivation

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