Mine Pınar BABANOĞLU, Nebahat BADEM, Reyhan AĞÇAM

Yükseköğretimde Yabancı Dil Eğitiminde Açık ve Örtük Yazılı Düzeltici Geribildirim: Türkiye Örneği

Bu çalışmada, yükseköğretimde yabancı dil olarak İngilizce öğretiminde açık ve örtük yazılı düzeltici geribildirim kullanımının İngilizce ilgeç öğrenimi üzerindeki etkililiği araştırılmıştır. Çalışmanın katılımcıları, bir Türk devlet üniversitesinin hazırlık okulunda öğrenim görmekte olan geç-başlangıç ve ön-orta-seviyede İngilizce öğrenen yetişkin öğrencilerden oluşmaktadır. Doğrudan ve dolaylı yazılı geribildirim alan iki uygulama grubu ve geribildirim almayan kontrol grubu olmak üzere üç gruba ayrılan katılımcılara dört hafta süreyle ilgeçlerle ilgili alıştırmalar uygulanmıştır. Grupların gelişimini ölçmek amacıyla, dört haftalık uygulama sürecinin başında bir ön-test ve sonunda bir son test uygulanmıştır. Bulgular, doğrudan ve dolaylı yazılı geribildirim alan grupların ön- ve son-test sonuçlarının anlamlı bir şekilde farklılaştığını ortaya çıkarmıştır.

Anahtar Kelimeler:

Yazılı düzeltici geribildirim, doğrudan ve dolaylı yazılı geribildirim, yabancı dil olarak İngilizce öğrenimi ve öğretimi

Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey

This study investigated the efficiency of explicit and implicit written corrective feedback in English as a Foreign Language (EFL) education in higher education. Participants of the study were late-elementary and pre-intermediate adult learners of English who were attending a preparatory school in a Turkish state university. During a period of four weeks, exercises on prepositions were delivered to subjects who were divided into three groups as two treatment groups receiving explicit and implicit written correction and a control group receiving no feedback. A pre-test and a post-test were applied to the groups at the start and the end of the four-week treatment, respectively in order to examine possible development of the groups. The results indicated significant differences between pre-test and post-test scores of the groups receiving the two types of written corrective feedback.

Keywords:

corrective feedback, explicit and implicit written corrective feedback, EFL teaching and learning in higher education.,

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