Abstract
Çalışma Mersin ili Yenişehir ilçesinde ortaokul düzeyindeki bir devlet okulunda yürütülmüştür. Çalışmamızda karma desen kullanılmıştır. Bu çalışmada Mersin ili Yenişehir ilçesinde bir devlet okulunda öğrenim gören 50 5. Sınıf öğrencisi yer almıştır. Çalışmada yer alan öğrencilerin 25’i kız, 25’i erkektir. Çalışma yaklaşık 8 ay sürmüştür. Çalışmanın amaçları, öğrencilerin İngilizce konuşmayı aktif olarak derse katılarak ve deneyimleyerek öğrenmelerini sağlamaktır. Ayrıca, çalışmanın en önemli amaçlarından birisi İngilizceyi keyifli bir şekilde öğretmektir. Bu çalışma kapsamında araştırmacı, her hafta derste farklı bir etkinlik kullanarak öğrencilere İngilizce konuşmayı öğretmiştir. Bu dersler aktif öğrenme temellidir. Çalışmadan veri toplamak için nicel ve nitel yöntemeler kullanılmıştır. Bu yöntemler ön- konuşma testi, son-konuşma testi, ön- yarı yapılandırılmış görüşme, son yarı yapılandırılmış görüşme, gözlem raporu ve değerlendirme kontrol listesidir. Çalışmanın sonunda öğrencilerin İngilizce seviyelerinin yükseldiği konuşma testleri sonuçları ile ortaya konmuştur. Ayrıca, ön- yarı yapılandırılmış görüşme, son yarı yapılandırılmış görüşme, gözlem raporu ve değerlendirme kontrol listesi ile öğrencilerin aktif öğrenme yöntemi ile İngilizce dersine karşı motivasyonlarının ve isteklerinin genel olarak arttığı tespit edilmiştir.
References
- Alves M. (2015). Ways to Apply Active Learning in the College ESL Classroom: The Old, The New, and Experiments in Teaching Techniques for Teaching with Active Learning
- Atake, K. (2003). Using Games to Teach English in Japanese Junior High School.
- Attaran A., Gholamı V. & Moghadda M. M. (2014). The Effects of Active Learning on Foreign Language Self-Concept and Reading Comprehension Achievement
- Chen, J-Q., & Gardner, H. (2005). Assessment based on multiple intelligences theory. In D. P. Flanagan (Ed.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (77-102). New York: Guilford Press.
- Er M., Altunay U. & Yurdabakan İ. (2012). The Effects of Active Learning on Foreign Language Self-Concept and Reading Comprehension Achievement
- Eslit E. R. (2017) Computer Assisted Language Teaching: Learning without Dust.
- Garrett, N. (2009). Computer‐assisted language learning trends and issues revisited: Integrating innovation. The modern language journal, 93, 719-740.
- Gholami, V., Moghaddam, M. M., & Attaran, A. (2014). Towards an interactive EFL class: Using active learning strategies. The Clarion-International Multidisciplinary Journal, 3(2), 67-74.
- Gündüz N. (2005) Computer Assisted Language Learning. Journal of Language and Linguistic Studies (Vol 1, No2.)
- Kitaw, Y. Z. (2017). Active learning in teaching English language support courses to first-year students in some Ethiopian universities (Doctoral dissertation).
- Komur,S. Gursan, S. Seker, H. ( 2005) Teaching English Through Songs. Muğla University Social Sciences Journal, 15,109-118
- Mulatu, M., & Bezabih, W. (2018). Perceptions and practices of EFL teachers in implementing active learning in English classes: the case of three selected secondary schools in Dawro zone, SNNPRS, Ethiopia. International Journal of Education, 10(2), 88-94.
- Zewdu K.Y. (2017) Active Learning in Teaching English Language Support Courses to First-Year Students in Some Ethiopian Universities
Abstract
The study was carried out in a public secondary school in Yenişehir district of Mersin province. The method of the study was Mixed Research Design. 50 students who studied in fifth grades in a public secondary school in Yenişehir district of Mersin province took place in this study. 25 of them were girls and 25 of them were boys. The study lasted about 8 months. The main aim of the study is to enable students to speak English by actively participating and experiencing. Moreover, one of the most important aims of the study is to teach English speaking in an enjoyable way. Within the scope of this study, the researcher taught English to the students using a different activity each week. The lessons focused on Active Learning method and its activities. Obtain the date of the study, qualitative and quantitative methods were used. These were pre-speaking test, post-speaking test, pre-semi structured interviews, post-semi structured interviews, observation reports and student evaluation check lists. According to the results of test, the levels of the students increased. Generally, it was observed that all students and their families were pleased with the activities. The semi-structured interviews were carried out on students to gather their ideas about the study. During the activities, observations were made, and an observation report was prepared by the researchers. According to the results of pre-semi structured interviews, post-semi structured interviews, observation reports and student evaluation check lists, it was determined that the motivation and willingness of the students towards English lessons increased.
References
- Alves M. (2015). Ways to Apply Active Learning in the College ESL Classroom: The Old, The New, and Experiments in Teaching Techniques for Teaching with Active Learning
- Atake, K. (2003). Using Games to Teach English in Japanese Junior High School.
- Attaran A., Gholamı V. & Moghadda M. M. (2014). The Effects of Active Learning on Foreign Language Self-Concept and Reading Comprehension Achievement
- Chen, J-Q., & Gardner, H. (2005). Assessment based on multiple intelligences theory. In D. P. Flanagan (Ed.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (77-102). New York: Guilford Press.
- Er M., Altunay U. & Yurdabakan İ. (2012). The Effects of Active Learning on Foreign Language Self-Concept and Reading Comprehension Achievement
- Eslit E. R. (2017) Computer Assisted Language Teaching: Learning without Dust.
- Garrett, N. (2009). Computer‐assisted language learning trends and issues revisited: Integrating innovation. The modern language journal, 93, 719-740.
- Gholami, V., Moghaddam, M. M., & Attaran, A. (2014). Towards an interactive EFL class: Using active learning strategies. The Clarion-International Multidisciplinary Journal, 3(2), 67-74.
- Gündüz N. (2005) Computer Assisted Language Learning. Journal of Language and Linguistic Studies (Vol 1, No2.)
- Kitaw, Y. Z. (2017). Active learning in teaching English language support courses to first-year students in some Ethiopian universities (Doctoral dissertation).
- Komur,S. Gursan, S. Seker, H. ( 2005) Teaching English Through Songs. Muğla University Social Sciences Journal, 15,109-118
- Mulatu, M., & Bezabih, W. (2018). Perceptions and practices of EFL teachers in implementing active learning in English classes: the case of three selected secondary schools in Dawro zone, SNNPRS, Ethiopia. International Journal of Education, 10(2), 88-94.
- Zewdu K.Y. (2017) Active Learning in Teaching English Language Support Courses to First-Year Students in Some Ethiopian Universities
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Makale |
| Authors | |
| Publication Date | December 31, 2020 |
| Acceptance Date | December 31, 2020 |
| Published in Issue | Year 2020 Volume: 5 Issue: 2 |
