Tür temelli yazma yönteminin uzaktan eğitim sınıfında kullanılması

Year 2023, , 72 - 93, 30.04.2023

Osman Özdemir

https://doi.org/10.19128/turje.1127389

Cited By: 1

Abstract

Bu çalışmanın amacı, uzaktan eğitim derslerinde tür temelli yazma yönteminin etkisini ele almaktır. Araştırma deseni olarak eylem araştırmasının seçildiği bu çalışmada, uzaktan eğitim ile Türkçe dersi alan B2 düzeyindeki 8 yabancı öğrencinin yazma derslerinde tür temelli yazma yönteminin kullanımı 7 haftalık uygulamada incelenmiştir. Veri toplama araçları olarak; derslerin video kayıtları (gözlem), yarı yapılandırılmış görüşmeler (mülakat) ve katılımcıların yazıları (doküman incelemesi) incelenmiştir. Bu çalışmada hem tümdengelimsel hem de tümevarımsal analiz süreçleri ile tematik analiz kullanılmıştır. Sonuç olarak, tür temelli yazma yönteminin uzaktan Türkçe yazma derslerinde öğrencilerin yazma becerilerini önemli ölçüde artırdığı gözlemlenmiştir. Ancak bazı alt başlıklarda katılımcı özelliklerinin başarıyı etkilediği görülmüştür. Bazı alt başlıklarda ise tür temelli yazma yönteminin uygulanması, uzaktan eğitimin doğası gereği beklenen başarıyı gösterememiştir. Son olarak, tür temelli yazma yöntemi uygulamasında büyük ölçekli deneysel çalışmalar ve çevrimiçi yazma derslerinde öz düzenleme stratejilerine yönelik çalışma önerilerinde bulunulmuştur.

Keywords

Çevrimiçi öğrenme, Tür temelli yazma, Uzaktan eğitim, Yazma eğitimi

Using a genre-based writing method in the distance education classroom

Abstract

The aim of this study was to investigate the effect of the genre-based writing method in distance education courses. In this study, where action research was chosen as a research method, the researcher examined the use of the genre-based writing method in writing lessons of 8 foreign students at the B2 level who took a Turkish course over a 7-week period. For the data collection tools; the lessons’ video-recordings (observation), semi-structured interviews (interview) and the writings of the participants (document analysis) were examined. Thematic analysis was used in this study with both deductive and inductive processes. As a result, it was observed that genre-based writing method increased students' writing skills considerably in distance Turkish writing lessons. Another major finding was that the participants’ characteristics affected their success. However, in some sub-headings of this study, because of distance education’s nature, the implementation of the genre-based writing method did not show the expected successes. Finally, large-scale experimental studies containing genre-based writing method implementation and studies on self-regulation strategies in online writing lessons were suggested.

Keywords

Distance education, Genre-based writing, Online learning, Writing education

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