Yabancı Dil Olarak İngilizce Öğretilen Ortamda Çok Taslaklı Kompozisyonlara Verilen Yazılı Düzeltici Geribildirime Öğrenci Tepkileri

Year 2020, , 577 - 597, 05.10.2020

Vasfiye Geckin

https://doi.org/10.14686/buefad.685527

Abstract

Bu çalışma, yabancı dil olarak İngilizce öğretilen bir ortamda hazırlık okulu öğrencilerinin çoklu taslak içeren kompozisyonlarına aldıkları yazılı düzeltici geribildirimine dair inanışlarını ve reaksiyonlarını tartışmaktadır. Test edilen değişken öğrencilerin yabancı dil yeterlilik düzeylerinin inanışlarına ve reaksiyonlarına etkisidir. Çalışma deseni olarak yapılandırılmış anket yaklaşımı kullanılmıştır. Seçkisiz örneklem yöntemiyle dört farklı dil seviyesinden toplamda 208 öğrenci çalışmada yer almıştır. Sonuçlar, tüm seviye gruplarındaki öğrencilerin yazılı düzeltici geribildirimin gerekliliğine inandıkları yönündedir. Fakat ileri seviye grupları, daha düşük düzey dil gruplarına göre, öğretmen dönütlerine daha cok dikkat etmektedirler. Tüm gruplar dilbilgisi, kelime bilgisi ve de yapısal dönüte daha fazla değer verdiklerini belirtmişlerdir. Alt düzey dil grupları ilk müsveddelerdeki düzeltmelere daha çok dikkat etmektedirler. Tüm gruplar, çoklu taslaklarına sözel üstdilsel açıklamaları içeren direkt dönütü, sembol kullanılarak verilen dolaylı dönüte yeğlemişlerdir. İleri seviye grupları ikinci dilde kompozisyon yazma yeterliliklerini iyi olarak değerlendirirlerken, diğer gruplar kendilerini yeterli olarak değerlendirmişlerdir. Bu çalışma akademik yazma dersi veren hazırlık okulu öğretmenlerine öneriler sunmaktadır.

Keywords

Yabancı dil olarak İngilizce, Çoklu taslak, Öğrenci reaksiyonu

Student Responses to Written Corrective Feedback on Multiple Draft Essays in an EFL Context

Abstract

This study discusses tertiary level student beliefs and reactions to written corrective feedback to multiple draft essays in an EFL setting where the students were in a process-based writing program for two semesters. As the study design, a structured survey approach was adopted. The variable tested was the effect of foreign language proficiency on student beliefs and reactions. Through convenience sampling, a total of 208 students from four different levels of foreign language proficiency took part in the study. The results showed that all proficiency groups believed in the necessity of written corrective feedback to their multiple draft essays. Yet, higher proficiency groups read more and paid a lot more attention to the teacher feedback when compared to the lower proficiency groups and all the groups asked for more written corrective feedback on grammar, lexis and structure. Lower level proficiency groups paid more attention to preliminary draft corrections. All the groups preferred to be given oral metalinguistic explanations on their multiple drafts to indirect feedback tiered through symbols. The advanced group rated their essay writing skills in a second language as good and the other groups rated themselves as adequate. The study offers implications for tertiary level academic writing instructors.

Keywords

EFL, Multiple drafts, Student reactions, Written corrective feedback

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