Orhan Kocaman

Eğitsel Yazılım (DENIS) ve Oyunlarla İngilizce Kelime Öğretiminin Kelime Öğrenme Stratejilerine ve Başarıya Etkisi

This study was carried out to measure the impact of the use of educational software (An individual educational software and games) used in vocabulary teaching on the success and the strategy use of the students. To measure the impact of educational software and games on the success of students, a quasi-experimental method consisting of one group repeated measurements was applied. A quasi-experimental method consisting of a one group pre-test and post-test was used to test the second question of the study which was the impact of the educational software and games on the students’ use of vocabulary learning strategies . Two types of educational software were used in the study. One of them (Dynamic English Vocabulary Instruction Software) was a type of educational software used individually and the other consisted of four different computer games. The implementation process of the research consisted of a total of 9 weeks. Vocabulary was taught to the same group of students with the help of two different types of educational software (DENIS and Games setting) consecutively, and the success of the students in pre, mid and post-tests were compared. After the analysis, it was concluded that both types of software had positive effects on vocabulary learning. A foreign language vocabulary learning strategies scale (Kocaman & Kizilkaya Cumaoglu, 2014) was applied at the beginning and end of the application process. When pre and post-test scores of the scale were compared to subscale and total scores, it was concluded that the use of compensation strategies by the students increased significantly. In the study, vocabulary learning strategies were also analysed to figure out whether they changed according to gender. When strategy use was analysed according to gender, it was found that compensation strategies were more used by male students than female students.

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

Bu calisma, yabanci dil ogrenim surecinde ogrenenlerin belirsizlik tolerans algilarini arastirmayi amaclamaktadir. Dil ogrenme degiskenlerinden biri, hedef yapiyi yetersiz bilgi ile anlamaya yonelik bir tutum ve ogrenenlerin hedef dilde bilinmeyen maddelere ne olcude tolerans gosterdigini belirleyen belirsizlik toleransidir (AT). “Belirsiz” yapiya tepki vermek, bir dil ogrenicisinin bu yapiyi tolere edip edemedigini gosterir; ya da ogrencinin yapiya ne derece hosgorulu davrandigi ve ogrenenlerin duygularinin basariya etkilerini ve tolerans derecesine gore nasil sekillendiklerini sekillendirir. Ingilizce Ogretmenligi bolumunde (IO) ogrenim goren toplam 109 ogrenci (43 hazirlik sinifi ve 66 birinci sinif) calisma konusuna isik tutmak amaci ile Erten ve Topkaya (2009) tarafindan adapte edilen Ikinci Dil Tolerans Degeri Olcegi (SLTAS) 12 maddelik bir anket doldurmustur. Belirsizlikten kacinma olcegi farkli seviyelerde ogrenciler uzerinde algi seviyelerini ayrintili gormek icin uygulanmistir. Sonuclar, ogrenenlerin yuksek duzeyde belirsizlik toleransi nedeniyle belirsiz dil yapilarini iyi tolere etmediklerini gostermektedir. Ayrica, sonuclar, hazirlik siniflari ile birinci sinif ogrencilerinin belirsizlik tolerans duzeyleri arasinda anlamli bir fark olmadigini ortaya koymustur. Istatistiksel sonuclarla icerik analizi sonuclari arasindaki tutarliligi olcmek amaciyla alti hazirlik sinifi ve bes birinci sinif ogrencisi ile dort acik uclu sorudan olusan yapilandirilmis bir gorusme gerceklestirilmistir. Belirsizlik toleransi uzerine yapilan gorusmelerden elde edilen veriler, mevcut calismada belirtilen bazi celismalarla paralel sonuclar ortaya koymustur.