EFFECTS OF COMPUTER ASSISTED LANGUAGE LEARNING IN ENGLISH CLASSES ON STUDENTS' ACHIEVEMENT LEVELS AND ATTITUDES TOWARDS THE LESSON

Dok. Öğr. Gökhan Baş

TR EN

BİLGİSAYAR DESTEKLİ YABANCI DİL ÖĞRETİMİNİN İNGİLİZCE DERSLERİNDE ÖĞRENCİLERİN ERİŞİLERİNE VE DERSE YÖNELİK TUTUMLARINA ETKİSİ

Öz

Problem (amaç): Bilim ve teknolojideki hızlı gelişmeler, dünyada pek çok kurumu ve süreci etkilediği gibi, okulu ve eğitim sürecini de derinden etkilemiştir. Bu gelişmeler, öğrenme-öğretme sürecine önemli değişiklikler getirmekle beraber, bu süreci de bilgisayar ve internet tabanlı bir boyuta taşımıştır. Bilgisayar ve internetin öğrenme-öğretme sürecine girmesi, öğretim yöntem ve tekniklerini de beraberinde değiştirerek, bu süreçte bilgisayardan daha fazla yararlanılmaya başlanmıştır. Bilgisayarın eğitimde kullanılmaya başlanması ile pek çok derste bilgisayar destekli uygulamalara geçilmiştir. Bu derslerden birini ise İngilizce dersleri teşkil etmektedir. İngilizce derslerinde bilgisayarın kullanılmaya başlanması ile bilgisayar destekli yabancı dil öğretimi gündeme gelmiş ve bu yöntemle ilgili yazılım programları geliştirilmiş, internette de pek çok çevrimiçi program bu amaçla kullanıma açılmıştır. Özellikle yurt dışında bilgisayar destekli yabancı dil öğretimi konusunda ciddi çalışmalar yapılmasına rağmen, ülkemizdeki bu çalışmaların sayısının oldukça az olduğu görülmektedir. Bu amaçla, ülkemizde bilgisayar destekli yabancı dil öğretim yönetiminin etkililiğini gösterecek daha fazla çalışmaya ihtiyaç bulunduğu belirtilmektedir. Bu bağlamda bu araştırmanın amacı, bilgisayar destekli yabancı dil öğretiminin 6. sınıf öğrencilerinin İngilizce dersindeki akademik başarılarına ve derse yönelik tutumlarını incelemektir. Yöntem: Araştırma, 2009-2010 eğitim-öğretim yılında Niğde'de bir ilköğretim okulunda gerçekleştirilmiştir. Araştırmaya, bu okulun iki farklı sınıfından toplam 40 adet 6. sınıf öğrencisi katılmıştır. Araştırmada ön test-son test kontrol gruplu araştırma modeli kullanılmıştır. Araştırmada veri toplamak için “akademik başarı testiâ€? ile “ilköğretim İngilizce dersine yönelik tutum ölçeğiâ€? kullanılmıştır. Araştırma kapsamında elde edilen veriler, SPSS 15.0 istatistik paket programı yardımı ile çözümlenmiştir. Her grup için aritmetik ortalama ve standart sapma hesaplanmış, gruplar arasındaki farklılığı test etmek amacıyla da bağımsız gruplar t-testi ile ilişkili gruplar t-testi ve Mann Whitney-U testi kullanılmıştır. Araştırmada anlamlılık düzeyi .05 olarak alınmıştır. Bulgular: Araştırmanın sonuçları, grupların derse yönelik tutumları arasında anlamlı deney grubu öğrencileri lehine farklılıklar saptanmıştır. Ayrıca, deney ve kontrol gruplarındaki öğrencilerin dersteki akademik başarıları arasında da yine deney grubundaki öğrencilerin lehine anlamlı farklılıklar saptanmıştır. Araştırmanın sonunda, bilgisayar destekli yabancı dil öğretimi ile öğretim yapılan deney grubundaki öğrencilerin kontrol grubundaki öğrencilere nazaran akademik başarılarının ve tutumlarının da daha yüksek düzeyde olduğu sonucuna varılmıştır. Öneriler: Bu çalışmanın sonuçlarına bakarak, İngilizce öğretmenlerinin bu yöntemi derslerinde mümkün olduğunca kullanmaları ve bu yöntem hakkında bilgisi olmayan öğretmenlerin ise hizmet-içi eğitime tabi tutulması önerilmektedir. Bir başka taraftan, ülkemizde ilköğretimde İngilizce derslerinin haftalık sayılarının oldukça sınırlı olması, ders saatlerinin artırılmasını ve mevcut ilköğretim İngilizce öğretim programının bilgisayar destekli yabancı dil öğretim yöntemi ile bütünleştirilmesini gerekli kılmaktadır.

Anahtar Kelimeler

EFFECTS OF COMPUTER ASSISTED LANGUAGE LEARNING IN ENGLISH CLASSES ON STUDENTS' ACHIEVEMENT LEVELS AND ATTITUDES TOWARDS THE LESSON

Abstract

The purpose of this study was to examine the effects of Computer Assisted Language Learning (CALL) on students' achievement levels and attitudes towards the lesson in the 6th grade students' English lesson. The research was carried out in 2009-2010 education-instruction year in an elementary school in Nigde, Turkey. Totally 40 students in two different classes in the 6th grade of this school participated in the study. The pre/post-test control group research model was used in this study. The data obtained in the study were analysed by the statistical software SPSS 15.0. The arithmetic means and standard deviations were calculated for each group. In order to test the significance between the groups, the t-test and Mann Whitney-U test were used. The significance level was taken as .05. The results of the research showed a significant difference between the attitude scores of the experimental group and the control group in favour of the experimental group. It was also found out that the CALL was more effective in the positive development of the students' achievement levels. At the end of the research, it was revealed that the students who were educated by CALL were more successful and had a higher motivation than the students who were educated by the traditional language instruction methods.

Keywords

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Dok. Öğr. Gökhan Baş

Yayımlanma Tarihi

29 Mart 2011

Gönderilme Tarihi

14 Kasım 2010

Kabul Tarihi

-

Yayımlandığı Sayı

Yıl 2011 Cilt: 2 Sayı: 1

IZ

https://izlik.org/JA94LH39HS

Kaynak Göster

RIS / Bibtex

APA

Baş, D. Ö. G. (2011). EFFECTS OF COMPUTER ASSISTED LANGUAGE LEARNING IN ENGLISH CLASSES ON STUDENTS’ ACHIEVEMENT LEVELS AND ATTITUDES TOWARDS THE LESSON. e-Uluslararası Eğitim Araştırmaları Dergisi, 2(1), 44-65. https://izlik.org/JA94LH39HS