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Evaluation of the Effectiveness of English Language Instruction based on the ASSURE Model / ASSURE Modeline Dayalı İngilizce Dil Öğretiminin Etkililiğinin Değerlendirilmesi

Yıl 2021, Cilt 12, Sayı 5, 195 - 211, 31.12.2021
https://doi.org/10.19160/e-ijer.1018149

Öz

İngilizce Öğretimine tüm dünyada çeşitli nedenlerle büyük önem verilmektedir. Ancak alanyazın incelendiğinde İngilizce öğretimini değerlendirecek çalışmalara alanyazında ihtiyaç olduğu görülmüştür. Bu nedenle, bu çalışma ASSURE öğretim tasarımı modeline dayalı olarak İngilizce öğretiminin etkililiğini değerlendirmeyi amaçlamıştır. ASSURE kısaltması altı temel aşamanın baş harflerinden oluşmaktadır; 1. Öğrenenleri analiz edin, 2. Hedefleri belirleyin, 3. Medya ve materyalleri seçin, 4. Medya ve materyalleri kullanın, 5. Öğrenci katılımını sağlayın ve 6. Değerlendirin ve gözden geçirin. Araştırma, karma araştırma yöntemlerinden biri olan iç içe desende yapılandırılmıştır. Karma araştırma desenindeki bu çalışmanın nicel aşaması ön test-son test kontrol gruplu yarı deneysel bir modele göre tasarlanır iken çalışmanın nitel aşaması durum çalışması yöntemine göre tasarlanmıştır. Çalışma grubu, çok aşamalı örnekleme yöntemi kullanılarak belirlenmiştir. Çalışma grubunu 2018-2019 eğitim-öğretim yılı bahar döneminde Aydın ilinde bulunan bir okulun deney ve kontrol grubu olarak belirlenen iki tane yedinci sınıf oluşturmaktadır. Yedinci sınıf İngilizce öğretim programında yer alan “Çevre” ünitesi, ASSURE öğretim tasarımı modeline göre düzenlenmiştir. Deney grubu ile kontrol grubunun İngilizce ön test ve son test başarı puanlarındaki değişim arasında istatistiksel olarak anlamlı bir fark olup olmadığına bakılmıştır. Ayrıca öğretim tasarımının etkililiğini incelemek için öğrencilere öğretim tasarımı ile ilgili açık uçlu sorulardan oluşan bir anket uygulanmıştır. Nitel veriler içerik analizi tekniği kullanılarak analiz edilmiştir. Elde edilen bulgulara göre öğrenciler etkinlikleri ve materyalleri genel olarak beğenmişler; ancak özellikle metin okuma ve sözlü soru-cevap etkinlikleri gibi etkinliklerde zorlanmışlardır. Sonuç olarak, ASSURE öğretim tasarımı modeline göre hazırlanan dersler öğrenciler tarafından genel olarak başarılı bulunmuş ve hedeflere ulaşılmıştır. Böylece dersin daha etkili ve verimli geçmesi için bazı önerilerde bulunulmuştur.

Kaynakça

  • Bahçeci, B. & Yaşar, M. (2007). Opinions of students attending high schools in Gaziantep about the teaching of English. Gaziantep University Journal of Social Sciences, 6(1), 9-16.
  • Balcı, A. (2015). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler [Research Methods, Techniques and Principles in Social Sciences] (11th Ed.). Pegem Academy.
  • Baran, B. (2010). Experiences from the Process of designing lessons with interactive whiteboard: ASSURE as a road map. Contemporary Educational Technology, 1(4), 367-380.
  • Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
  • Celce-Murcia, M., Brinton, D. M. & Snow, M. A. (2014). Teaching English as a Second or Foreign Language (4th Edition). Boston: National Geographic Learning; Heinle Cengage Learning.
  • Ceylan, S. (2014). A Study for Preparıng an Instructional Design Based on Science, Technology, Engineering and Mathematics (Stem) Approach on the Topic of Acids and Bases at Secondary School Science Course. Unpublished Master’s Thesis, Uludağ University Institute of Educational Sciences, Bursa.
  • Christensen, L. B., Burke Johson, R. & Turner, L. A. (2015). Araştırma Yöntemleri: Desen ve Analiz [Research Methods: Design and Analysis] (2nd Ed.), (Trans. Ed., A., Aypay,). Anı Publication.
  • Creswell, J. W. (2013). Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Deseni [Qualitative Inquiry and Research Design: Choosing among Five Approaches] (Translating Eds. M. Bütün and S. B. Demir). Siyasal Bookstore Publishing,
  • Creswell, J. W. & Clark, V. L. P. (2015). Karma Yöntem Araştırmaları Tasarımı ve Yürütülmesi [Mixed Method Research Design and Conduction] (Trans. Ed. Dede, Y. & Demir, S. B.). Anı Publication.
  • Çuhadur, C. & Dursun, Ö.Ö. (2010). The teaching profession through the eyes of information technology teacher candidates. Journal of Educational Technology Research, 1(1), 1-18.
  • Demirel, Ö. (2012). Yabancı Dil Öğretimi [Foreign Language Teaching] . Pegem Akademi.
  • Dick, W., Carey, L. & Carey, J. (2001). The Systematic Design of Instruction. Long Man.
  • Erdem, D. (2011). Türkiye’de 2005–2006 yılları arasında yayımlanan eğitim bilimleri dergilerindeki makalelerin bazı özellikler açısından incelenmesi: betimsel bir analiz [Investigation of some properties of the articles published in the Journal of Educational Sciences in Turkey between the years of 2005-2006: A Descriptive Analysis]. Journal of Measurement and Evaluation in Education and Psychology, 2(1), 140-147.
  • Fer, S. (2011). Öğretim Tasarımı (Instructional Design) (2nd ed.). Anı Publication.
  • Gagne, R. M., Wager, W. W., Golas, K. C. & Keller, J. M. (2005). Principles of Instructional Design (5th Ed.). Wadsworth: Cengage Learning.
  • Glesne, C. (2013). Becoming Qualitative Researchers (4th Ed. Translating Eds. Ali Ersoy & Pelin Yalçınoğlu). Anı Publication.
  • Green, S. B., Salkind, N. J. & Akey, T. M. (2000). Using SPSS for Windows: Analyzing and Understanding Data (2nd Ed.). Upper Saadle River, NJ: Prentice Hall.
  • Heinich, R, Molenda, M. & Russell, J. D. (1993). Instructional Media and the New Technologies of Instruction. New York: Macmillan.
  • Ibrahim, A. A. (2015). Comparative analysis between System Approach, Kemp, and ASSURE instructional design models. International Journal of Education and Research, 3(12), 261-270.
  • I.S.P. Nation & Macalister, J. (2010). Language Curriculum Design. New York: Routledge.
  • Jonassen, D. H. (2000). Toward a design theory of problem solving. ETR&D, 48, 63–85. https://doi.org/10.1007/BF02300500
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Nobel Academic Publication.
  • Karakış, H., Karamete, A. & Okçu, A. (2016). The effects of a computer-assisted teaching material, designed according to the ASSURE instructional design and the ARCS Model of motivation, on students’ achievement levels in a mathematics lesson and their resulting attitudes. European Journal of Contemporary Education, 15 (1), 105-113.
  • Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development.,10(3), 2-10. doi:10.1007/bf02905780
  • Kim, D. & Downey, S. (2016). Examining the use of the ASSURE model by K-12 teachers. Computers in the Schools, 33(3), 153-168.
  • Kristianti, Y., Prabawanto, S. & Suhendra, S. (2017). Critical thinking skills of students through mathematics learning with ASSURE model assisted by software autograph. International Conference on Mathematics and Science Education (ICMScE).
  • Maxom, M. (2009). Teaching English as a Foreign Language for Dummies. Hoboken, N. J. : John Wiley & Sons.
  • Morrison, G. R., Ross, S. M. & Kemp, J. E. (2004). Designing effective instruction (4th ed.). John Wiley & Sons.
  • Özbay, P. & Melanlıoğlu, A. (2008). Importance of vocabulary in Turkish education. Van Yuzuncu Yil University Journal of Education, 5(1), 30-45.
  • Özdilek, Z. (2006). Instructional Design of a Travel to Inner Structure of Matter Units at Science Course in Primary Education. Unpublished Doctorate Thesis, Uludağ University Institute of Social Sciences, Bursa.
  • Rahman, H. (2017). Authentic tasks for vocational EFL learners in suburb: ASSURE model using computer-assisted audio-visual. Proceeding: International Seminer on Language, Education and Culture.
  • Reyes, Y. & Oreste, J. (2017). Acceptability level of developed material (SAI) using ASSURE model. The Educational Review, 1(3), 61-69.
  • Richards, J. C. (2017). Curriculum Development in Language Teaching (2nd Edition). Cambrdige.
  • Seels, B. & Glasgow, Z. (1998). Making Instructional Design Decisions (2nd Edition). Upper Saddle River, NJ: Prentice Hall)
  • Smaldino, S. E., Lowther, D. L. & Mims, C. (2018). Instructional Technology and Media for Learning (12th Ed.). Boston : Pearson Education, Inc.
  • Smith, P. L., & Ragan, T. J. (1999). Instructional Design. John Wiley & Sons Inc.
  • Sundayana, R., Herman, T., Dahlan, J., A. & Prahmana, R. C. I. (2017). Using ASSURE learning design to develop students’ mathematical communication ability. World Transactions on Engineering and Technology Education, 15(3), 244-249.
  • Şimşek, A., Becit, G., Kılıçer, K., Özdamar, N., Akbulut, Y., & Yıldırım, Y. (2008). Current trends in educational technology research in Turkey. Selcuk University Journal of Social Sciences, 19, 439-458.
  • Uşun, S. (2012). Eğitimde Program Değerlendirme: Süreçler, Yaklaşımlar ve Modeller [Curriculum Evaluation in Education: Processes, Approaches and Models]. Anı Publication.
  • Yıldırım, A. & Şimşek, H. (2004). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences] (4th Ed.). Seçkin Publication.
  • Yin, R. K. (2009). Case Study Research: Design and Methods (4th Ed.). Beverly Hills, CA: Sage.
  • Yüksel, İ. & Sağlam, M. (2014). Eğitimde Program Değerlendirme [Curriculum Evaluation in Education]. Pegem Academy.

Evaluation of the Effectiveness of English Language Instruction based on the ASSURE Model / ASSURE Modeline Dayalı İngilizce Dil Öğretiminin Etkililiğinin Değerlendirilmesi

Yıl 2021, Cilt 12, Sayı 5, 195 - 211, 31.12.2021
https://doi.org/10.19160/e-ijer.1018149

Öz

A great importance is given to English Language Teaching all over the world because of several reasons. However, it was found that there is a need for studies to evaluate teaching English in the literature. Thus, this study aimed to evaluate the effectiveness of English language instruction based on the ASSURE model. The acronym ASSURE stands for six basic stages; 1. Analyze learners, 2. State objectives, 3. Select media and materials, 4. Utilize media and materials, 5. Require learner participation and 6. Evaluate and revise. The research was structured in an embedded design, one of the mixed research method. While the quantitative phase of the study was designed as a quasi-experimental model, the qualitative phase was designed as a case study. Selected with multi-stage sampling method, two of the seventh grade classes of a school in Aydın Province in the spring semester of the 2018-2019 academic year were assigned as the experimental group and the control group. The "Environment" unit of the experimental group was adapted according to the ASSURE instructional design model. It was examined whether there was a statistically significant difference between the change in English pre-test and post-test success scores of the experimental group and the control group. In addition, a questionnaire consisting of open-ended questions about instructional design was applied to the students o examine the effectiveness of instructional design where the qualitative data were analyzed using content analysis technique. According to the findings, students generally enjoyed the activities and materials; however, they had difficulties especially in activities such as reading texts and verbal question-answer activities. In conclusion, the lessons prepared according to the ASSURE model were found to be successful in general by the students, and the objectives were achieved. Thus, some recommendations were made for the lesson to be more effective and efficient.

Kaynakça

  • Bahçeci, B. & Yaşar, M. (2007). Opinions of students attending high schools in Gaziantep about the teaching of English. Gaziantep University Journal of Social Sciences, 6(1), 9-16.
  • Balcı, A. (2015). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler [Research Methods, Techniques and Principles in Social Sciences] (11th Ed.). Pegem Academy.
  • Baran, B. (2010). Experiences from the Process of designing lessons with interactive whiteboard: ASSURE as a road map. Contemporary Educational Technology, 1(4), 367-380.
  • Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
  • Celce-Murcia, M., Brinton, D. M. & Snow, M. A. (2014). Teaching English as a Second or Foreign Language (4th Edition). Boston: National Geographic Learning; Heinle Cengage Learning.
  • Ceylan, S. (2014). A Study for Preparıng an Instructional Design Based on Science, Technology, Engineering and Mathematics (Stem) Approach on the Topic of Acids and Bases at Secondary School Science Course. Unpublished Master’s Thesis, Uludağ University Institute of Educational Sciences, Bursa.
  • Christensen, L. B., Burke Johson, R. & Turner, L. A. (2015). Araştırma Yöntemleri: Desen ve Analiz [Research Methods: Design and Analysis] (2nd Ed.), (Trans. Ed., A., Aypay,). Anı Publication.
  • Creswell, J. W. (2013). Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Deseni [Qualitative Inquiry and Research Design: Choosing among Five Approaches] (Translating Eds. M. Bütün and S. B. Demir). Siyasal Bookstore Publishing,
  • Creswell, J. W. & Clark, V. L. P. (2015). Karma Yöntem Araştırmaları Tasarımı ve Yürütülmesi [Mixed Method Research Design and Conduction] (Trans. Ed. Dede, Y. & Demir, S. B.). Anı Publication.
  • Çuhadur, C. & Dursun, Ö.Ö. (2010). The teaching profession through the eyes of information technology teacher candidates. Journal of Educational Technology Research, 1(1), 1-18.
  • Demirel, Ö. (2012). Yabancı Dil Öğretimi [Foreign Language Teaching] . Pegem Akademi.
  • Dick, W., Carey, L. & Carey, J. (2001). The Systematic Design of Instruction. Long Man.
  • Erdem, D. (2011). Türkiye’de 2005–2006 yılları arasında yayımlanan eğitim bilimleri dergilerindeki makalelerin bazı özellikler açısından incelenmesi: betimsel bir analiz [Investigation of some properties of the articles published in the Journal of Educational Sciences in Turkey between the years of 2005-2006: A Descriptive Analysis]. Journal of Measurement and Evaluation in Education and Psychology, 2(1), 140-147.
  • Fer, S. (2011). Öğretim Tasarımı (Instructional Design) (2nd ed.). Anı Publication.
  • Gagne, R. M., Wager, W. W., Golas, K. C. & Keller, J. M. (2005). Principles of Instructional Design (5th Ed.). Wadsworth: Cengage Learning.
  • Glesne, C. (2013). Becoming Qualitative Researchers (4th Ed. Translating Eds. Ali Ersoy & Pelin Yalçınoğlu). Anı Publication.
  • Green, S. B., Salkind, N. J. & Akey, T. M. (2000). Using SPSS for Windows: Analyzing and Understanding Data (2nd Ed.). Upper Saadle River, NJ: Prentice Hall.
  • Heinich, R, Molenda, M. & Russell, J. D. (1993). Instructional Media and the New Technologies of Instruction. New York: Macmillan.
  • Ibrahim, A. A. (2015). Comparative analysis between System Approach, Kemp, and ASSURE instructional design models. International Journal of Education and Research, 3(12), 261-270.
  • I.S.P. Nation & Macalister, J. (2010). Language Curriculum Design. New York: Routledge.
  • Jonassen, D. H. (2000). Toward a design theory of problem solving. ETR&D, 48, 63–85. https://doi.org/10.1007/BF02300500
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Nobel Academic Publication.
  • Karakış, H., Karamete, A. & Okçu, A. (2016). The effects of a computer-assisted teaching material, designed according to the ASSURE instructional design and the ARCS Model of motivation, on students’ achievement levels in a mathematics lesson and their resulting attitudes. European Journal of Contemporary Education, 15 (1), 105-113.
  • Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development.,10(3), 2-10. doi:10.1007/bf02905780
  • Kim, D. & Downey, S. (2016). Examining the use of the ASSURE model by K-12 teachers. Computers in the Schools, 33(3), 153-168.
  • Kristianti, Y., Prabawanto, S. & Suhendra, S. (2017). Critical thinking skills of students through mathematics learning with ASSURE model assisted by software autograph. International Conference on Mathematics and Science Education (ICMScE).
  • Maxom, M. (2009). Teaching English as a Foreign Language for Dummies. Hoboken, N. J. : John Wiley & Sons.
  • Morrison, G. R., Ross, S. M. & Kemp, J. E. (2004). Designing effective instruction (4th ed.). John Wiley & Sons.
  • Özbay, P. & Melanlıoğlu, A. (2008). Importance of vocabulary in Turkish education. Van Yuzuncu Yil University Journal of Education, 5(1), 30-45.
  • Özdilek, Z. (2006). Instructional Design of a Travel to Inner Structure of Matter Units at Science Course in Primary Education. Unpublished Doctorate Thesis, Uludağ University Institute of Social Sciences, Bursa.
  • Rahman, H. (2017). Authentic tasks for vocational EFL learners in suburb: ASSURE model using computer-assisted audio-visual. Proceeding: International Seminer on Language, Education and Culture.
  • Reyes, Y. & Oreste, J. (2017). Acceptability level of developed material (SAI) using ASSURE model. The Educational Review, 1(3), 61-69.
  • Richards, J. C. (2017). Curriculum Development in Language Teaching (2nd Edition). Cambrdige.
  • Seels, B. & Glasgow, Z. (1998). Making Instructional Design Decisions (2nd Edition). Upper Saddle River, NJ: Prentice Hall)
  • Smaldino, S. E., Lowther, D. L. & Mims, C. (2018). Instructional Technology and Media for Learning (12th Ed.). Boston : Pearson Education, Inc.
  • Smith, P. L., & Ragan, T. J. (1999). Instructional Design. John Wiley & Sons Inc.
  • Sundayana, R., Herman, T., Dahlan, J., A. & Prahmana, R. C. I. (2017). Using ASSURE learning design to develop students’ mathematical communication ability. World Transactions on Engineering and Technology Education, 15(3), 244-249.
  • Şimşek, A., Becit, G., Kılıçer, K., Özdamar, N., Akbulut, Y., & Yıldırım, Y. (2008). Current trends in educational technology research in Turkey. Selcuk University Journal of Social Sciences, 19, 439-458.
  • Uşun, S. (2012). Eğitimde Program Değerlendirme: Süreçler, Yaklaşımlar ve Modeller [Curriculum Evaluation in Education: Processes, Approaches and Models]. Anı Publication.
  • Yıldırım, A. & Şimşek, H. (2004). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences] (4th Ed.). Seçkin Publication.
  • Yin, R. K. (2009). Case Study Research: Design and Methods (4th Ed.). Beverly Hills, CA: Sage.
  • Yüksel, İ. & Sağlam, M. (2014). Eğitimde Program Değerlendirme [Curriculum Evaluation in Education]. Pegem Academy.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Sayı Makaleleri
Yazarlar

Mehmet ALTIN (Sorumlu Yazar)
Adnan Menderes Üniversitesi
0000-0002-3825-6728
Türkiye

Yayımlanma Tarihi 31 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 12, Sayı 5

Kaynak Göster

APA Altın, M. (2021). Evaluation of the Effectiveness of English Language Instruction based on the ASSURE Model / ASSURE Modeline Dayalı İngilizce Dil Öğretiminin Etkililiğinin Değerlendirilmesi . e-Uluslararası Eğitim Araştırmaları Dergisi , 12 (5) , 195-211 . DOI: 10.19160/e-ijer.1018149

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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)