İngilizce Öğretmen Adayı Hazırlık Öğrencilerinin Yazma Öz-yeterlik Algılarında Dijital Araçların Rolünün İncelenmesi

Yazma becerisi, çok yönlü doğası nedeniyle dil öğrenenler için en zorlayıcı becerilerden biri olarak kabul edilir, bu da onu kaçınılan bir beceri haline getirir. Benzer şekilde, yazma eğitimi, yapısal bilginin öğretilmesinden, uygun sözcük dağarcığı ve bağlayıcı araçlar kullanarak fikirleri mantıksal olarak birbirine bağlamaya kadar değişen bileşik bir beceri setini içerir. Diğer birçok EFL öğrencisi gibi, Türkiye'deki üniversitelerde yoğun İngilizce eğitimi alan öğrencilerin çoğu, sınıf içi ve ders dışı yazma görevlerinde zorluk yaşadıklarını ve İngilizce yazmada başarı ve öz yeterlilik duygusu hissetmediklerini bildirmektedir. Bu çalışma, öğrencilere planlama, ön yazma, düzenleme, gözden geçirme ve yayınlama gibi yazma sürecinin farklı aşamalarında destek olacak dijital araçları entegre eden müdahale yoluyla İngilizce yazma eğitimi vermeyi amaçlamıştır. Ayrıca, çalışma öğrencilerin İngilizce yazmada öz yeterlilik düzeylerini ve başarı duygularını geliştirmedeki etkinliğini incelemektedir. 35 İngilizce hazırlık öğrencisine, öğrencilerin yazma süreçlerini desteklemek için çeşitli yararlı web araçlarının tanıtıldığı ve öğrencilerin hem sınıf içinde hem de dışında bu uygulamaları kullanmayı teşvik edildiği altı haftalık bir eğitim verilmiştir. Çalışmada, Bruning ve diğerleri (2013) tarafından oluşturulan Öz-yeterlik Yazma Ölçeği'nin (ÖYÖ) nicel veri aracı olarak, yarı yapılandırılmış görüşme ve ders değerlendirme formlarının da nitel veri aracı olarak kullanıldığı karma yöntemli bir araştırma modeli benimsenmiştir. Çalışmanın bulguları, dijital araç destekli yazma eğitiminin, öğrencilerin yabancı dilde yazmada öz yeterliliklerini artırma konusunda umut verici etkileri olduğunu ve fikir üretme, yazma kurallarını kullanma ve öz düzenleme becerilerinde kazanımlara yol açtığını ortaya koymuştur. Nitel bulgular ayrıca dijital araçların öğrencileri yabancı dilde yazar olarak güçlendirdiğini ve yazma görevlerinde algılanan başarı duygularında iyileşmelere yol açtığını göstermiştir.

Anahtar Kelimeler:

Yazma Becerisi, Dijital Araçlar, Yazma Özyeterliliği., İngilizce Öğretimi

Examining the Role of Digital Tools in Pre-service English Language Teachers’ Self-efficacy in Writing

Writing is considered as one of the most compelling skills by nature. Similarly, teaching writing embodies a series of skills. Majority of students in English Language Preparatory program at Turkish universities state that they have difficulties in writing, and they do not feel a sense of achievement and self-efficacy in writing in English (L2 henceforth). This study aims to deliver students writing instruction in L2 through a 6-week-intervention integrating digital tools, which will support them throughout the writing processes. Also, the study examines the efficiency of the intervention to foster the students' self-efficacy levels and sense of achievement in L2 writing. 35 English preparatory students were given a six-week training in which digital tools were utilized to maximize their potential and experience during writing processes and students were scaffolded in a guided way in and outside the school environment. A mixed-method research design was used to gather quantitative data through Self-Efficacy Writing Scale (SEWS) (Bruning et al., 2013) and qualitative data through interviews and minute papers. The findings of the study revealed that digital tool supported writing instruction had promising impacts on fostering students’ self-efficacy in L2 writing, leading to gains in their ideation, use of writing conventions, and self-regulation abilities. The qualitative findings also suggested that digital tools empowered them as writers in L2 and led to improvements in their perceived sense of achievement in writing tasks.

Keywords:

EFL, Writing, Digital Tools, Writing Self-efficacy,

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