İngilizce Öğretim Programında Önerilen Öğrenen Merkezli Yöntemlerin Akademik Başarıya Etkisi: Bir Meta-analiz Çalışması

Bu çalışmada, İngilizce öğretim programında öngörülen öğrenen merkezli yöntemlerin yabancı dil öğrenmede öğrenenlerin akademik başarılarına etkisini meta-analiz yöntemiyle incelemek amaçlanmıştır. Belirlenen dâhil edilme ve hariç tutulma kriterlerine göre alanyazın taraması yapılmış olup toplam 234 bireysel çalışma ve bu çalışmalardan elde edilen 260 etki büyüklüğü analize tabi tutulmuştur. Çalışmada yayım yanlılığının test edilmesinde huni grafiği ve orman grafiği, Rosenthal Classic fail-safe N, Orwin fail-safe N ve Duval ve Tweedie Kırp Doldur yöntemleriyle hem görsel olarak yorumlanmış hem de istatistiksel olarak test edilmiştir. Sonuç olarak yayım yanlılığı olmadığı tespit edilmiştir. Araştırma sonucunda, Rastgele etkiler modeli kullanılarak analizler gerçekleştirilmiş olup yabancı dil öğretiminde öğrenen merkezli yöntemlerin öğrenenlerin akademik başarıları üzerinde geniş bir etkiye (g=0.951, %95 GA [0.852-1.049], p<0.000) sahip olduğu ortaya çıkmıştır. Çalışmada akademik başarı için yayım yılı, araştırmanın yürütüldüğü yer, yayım türü, uygulanan yöntem, dil beceri alanı, öğretim kademesi, İngilizcenin çalışmanın yürütüldüğü yerde resmi dil olup olmaması, uygulama süresi ve örneklem büyüklüğü moderatör olarak belirlenmiştir. Etki büyüklüklerini farklılaştırmada yayım yılı, yayım türü, dil beceri alanı, öğretim kademesi, İngilizcenin resmi dil olup/olmama durumu, uygulama süresi ve örneklem büyüklüğünün önemli birer değişken olduğu görülmüştür.

Anahtar Kelimeler:

İngilizce öğretim programı, Öğrenen merkezli yöntemler, akademik başarı, meta-analiz

The Effect of Learner-Centered Methods Recommended in the English Language Curriculum on Academic Achievement: A Meta-analysis Study

This study examines the impact of learner-centered methods proposed in the English curriculum on learners' academic achievement in foreign language learning using the meta-analysis method. A literature review was conducted based on inclusion and exclusion criteria, and a total of 234 individual studies and 260 effect sizes obtained from these studies were analyzed. To test publication bias in the study, both the funnel plot and the forest plot were visually interpreted, and statistical tests such as Rosenthal Classic Fail-safe N, Orwin fail-safe N, and Duval and Tweedie Crop Fill methods were conducted. As a result, no publication bias was detected. The analyses were conducted using the random effects model, revealing that learner-centered methods in foreign language teaching have a wide effect (g=0.951, 95% CI [0.852-1.049], p<0.000) on learners' academic achievement. In the study, publication year, research location, publication type, applied method, language skills, teaching level, whether English is the official language in the research location, duration of application, and sample size were identified as moderators for academic success. It was discovered that publication year, publication type, language skills, teaching level, whether English is an official language or not, application period, and sample size are important variables that differentiate the effect sizes.

Keywords:

English curriculum, Learner-centered methods, academic achievement, meta-analysis,

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