Examining Efl Students’ Achievements and Perceptions in Terms of Writing Skills in Flipped Classroom Environment

Year 2020, , 1471 - 1486, 20.05.2020

Meriç Gürlüyer , Gencer Elkılıç

https://doi.org/10.24106/kefdergi.4190

Cited By: 1

Abstract

This study mainly aims to find out whether there is any significant change in freshman students’ perceptions and any significant improvement in their writing performances whose proficiency of English is at the pre-intermediate level, in terms of writing skills in flipped classroom model. The study also sought to identify whether there is any significant difference in both students’ perceptions and improvements of their writing performance in the flipped model implementation by gender. To this end, ten-week long flipped model learning was implemented to instruct students to learn writing. The model consisted of instructional videos and online learning materials. 101 students from an urban university located in the eastern part of Turkey participated in the study. They completed two pre-tests and post-tests to identify their performances in writing, and both a questionnaire and student diaries to examine their perceptions. The test scores in writing were measured with a human scoring rubric on SPSS 22. Also, the results of the questionnaire were computed on SPSS 22. On the other hand, student diaries were measured with a four-category coding system. Findings showed statistically significant differences between the mean scores in favor of the students. Furthermore, the results showed that this improvement in writing performance is largely attributable to the flipped model method of learning. Students’ perceptions towards the flipped model were stated to be positive. However, no significant difference was found in terms of both the perceptions of the students and the improvement of their writing performances regarding the flipped classroom model by gender.

Keywords

Flipped Model, EFL Writing Performance, Perceptions of Students

Tersyüz Edilmiş Sınıf Ortamında Yazma Becerileri Açısından Efl Öğrenci Başarılarının ve Algılarının İncelenmesi

Abstract

Bu çalışmada, temel olarak tersyüz edilmiş sınıf modelinde İngilizce yeterliliği alt orta düzeyinde olan birinci sınıf öğrencilerinin yazma becerileri açısından algılarında ve onların yazma performanslarında önemli bir gelişme olup olmadığını tespit etme amaçlanmaktadır. Çalışma, aynı zamanda tersyüz edilmiş model uygulamasında cinsiyete göre, hem öğrencilerin algılarında hem de yazma performanslarının iyileştirilmesinde anlamlı bir fark olup olmadığını tespit etmeye çalışmıştır. Bu amaçla, öğrencilere yazmayı öğrenmelerini sağlamak için on hafta süren tersyüz edilmiş bir öğrenme modeli uygulanmıştır. Model, öğretici videolardan ve çevrimiçi öğrenme materyallerinden oluşmaktadır. Araştırmaya Türkiye'nin doğusunda yer alan bir devlet üniversitesinden 101 öğrenci katılmıştır. Yazmadaki performanslarını tanımlamak için iki ön test ve son test ve algılarını incelemek için de hem anket hem de öğrenci günlüklerini tamamlamışlardır. Yazmadaki test puanları, SPSS 22 üzerinde puanlama değerlendirme tablosu ile ölçülmüştür. Ayrıca, anket sonuçları da SPSS 22'de hesaplanmıştır. Öte yandan, öğrenci günlükleri dört kategori kodlama sistemi ile ölçülmüştür. Bulgular, öğrenciler lehine ortalama puanlar arasında istatistiksel olarak anlamlı farklılıklar göstermiştir. Aynı zamanda, elde edilen sonuçlar, yazma performansındaki bu gelişmenin, büyük ölçüde tersyüz edilmiş sınıf modeli metoduna atfedildiğini göstermiştir. Öğrencilerin tersyüz edilmiş modele ilişkin algılarının olumlu olduğu belirtilmiştir. Buna rağmen, tersyüz edilmiş sınıf modelinde cinsiyet konusunda, öğrencilerin algıları ve yazma performanslarının gelişimi açısından anlamlı bir fark bulunamamıştır.

Keywords

Tersyüz Edilmiş Model, EFL Yazma Performansı, Öğrenci Algıları

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