Effectiveness of learner-centered methods in elevating positive attitudes towards English: Meta-analysis study

Year 2024, , 24 - 52, 31.01.2024

Burhan Üzüm , Ramazan Özbek

https://doi.org/10.19128/turje.1283335

Abstract

This paper analyzed the effect of learner-centered methods (cooperative learning, drama and project-based learning) on learners' attitudes towards English lesson. Meta-analysis method was used in the study. 24 studies (25 effect sizes) were discovered through literature review. Analyzes were done using random effects model. Learner-centered methods in foreign language teaching had a large (g=0.925, 95% CI [0.642-1.209], p<.0.000) effect on learners' attitudes towards English lesson. The publication bias was interpreted both visually through Funnel plot and statistically via Rosenthal Classic fail-safe N and Orwin fail-safe N methods. Year of publication, the place of the research, publication type, the method applied, language skill, teaching level, experimental application duration and sample size were identified as moderators. It was concluded that Q-value for the effect sizes for publication year, language skill and teaching level was statistically meaningful and effective on the heterogeneity of effect sizes. One of the remarkable results was that the longer the experimental application period, the more effective it was in increasing positive attitudes towards the lesson.

Keywords

Attitudes, Learner-centered methods, Meta-analysis

İngilizceye yönelik olumlu tutum geliştirmede öğrenci merkezli yöntemlerin etkililiği: Meta-analiz çalışması

Abstract

Bu çalışmada amaç dil öğretiminde öğreneni merkeze alan yöntemlerin öğrenenlerin derse yönelik tutumlarına etkisini inceleyen bireysel çalışmaların ulaştığı sonuçları analiz etmektir. Çalışmada meta-analiz yöntemi kullanılmıştır. Alanyazın taramasında 24 çalışmaya (25 etki büyüklüğü) ulaşılmıştır. Rastgele etkiler modeli kullanılarak analizler gerçekleştirilmiş olup yabancı dil öğretiminde öğrenen merkezli yöntemlerin öğrenenlerin derse yönelik tutumları üzerinde geniş (g=0,925, %95 GA [0,642-1,209], p<.0.000) bir etkiye sahip olduğu ortaya çıkmaktadır. Çalışmada elde edilen etki büyüklüklerinin yayım yanlılığı Huni grafiği, Rosenthal Classic fail-safe N ve Orwin fail-safe N yöntemleriyle hem görsel olarak yorumlanmış hem de istatistiksel olarak test edilmiştir. Sonuç olarak yayım yanlılığı olmadığı tespit edilmiştir. Çalışmada yayım yılı, araştırmanın yürütüldüğü yer, yayım türü, uygulanan yöntem, dil beceri alanı, öğretim kademesi, uygulama süresi ve örneklem büyüklüğünün moderatör değişken olmasına karar verilmiştir. Yapılan analizler sonucunda yayım yılı, dil beceri alanı ve öğretim kademesinin etki büyüklüklerini farklılaştırmada etkili olduğu sonucuna ulaşılmıştır. Çalışmada ortaya çıkan dikkat çekici sonuçlardan biri deneysel uygulama süresi uzadıkça derse yönelik tutumu olumlu yönde artırmada daha etkili olduğu tespit edilmiştir.

Keywords

Meta-analiz, Öğrenen merkezli yöntemler, Tutum

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