Yazma Sınıfının Ters Yüz Edilmesi: Yazmayı Geliştirmek için Dilbilgisi Videolarının Kullanımı

Bir vakıf üniversitesinin yabancı dil (İngilizce) hazırlık okulunda yazma derslerinde dilbilgisi becerilerindeki performansı geliştirmek üzere bir eylem araştırması yürütülmüş ve derslerin kuramsal kısmını öğrenme yönetim sistemi üzerindeki videolarla öğrenen bir grup öğrenciyle alternatif bir yöntem olarak ters yüz edilmiş sınıf modeli uygulanmıştır. Uygulama yedi hafta sürmüş ve öğrencilerin performansı kontrol listesi kullanılarak her hafta incelenmiştir. Öntest – sontest kontrol gruplu deneysel desen ve yarı yapılandırılmış görüşme tekniğinden yararlanılmıştır. Öntest ve sontestte öğrencilerden (n=30) bir makale yazmaları istenmiş, bu makaleler üç farklı öğretmen (G-katsayısı .841 olarak hesaplanmıştır) tarafından önceden hazırlanmış bir derecelendirilmiş puanlama anahtarı kullanılarak değerlendirilmiştir. Bulgular, ters yüz edilmiş sınıf modeli kullanılan deney grubunun başarısının geleneksel yöntemlerle ders işlenen kontrol grubundan anlamlı olarak yüksek olduğunu göstermektedir. Öğrencilerle yapılan görüşmelerde ters yüz edilmiş sınıf modeli yöntemi kullanılarak yapılan eğitim hakkında olumlu görüşler elde edilmiştir. Ters yüz edilmiş sınıf yöntemiyle yapılan eğitimin zaman kazandırdığı, tekrara olanak sağladığı, ulaşılabilir olduğu vurgulanmış; videolar aracılığıyla uzaktan yapılan eğitimin öğrenciler tarafından daha çok benimsendiği saptanmıştır.

Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing

An action research study was carried out in the preparatory programme of a foundation universityto examine student performance in terms of grammar taught in the writing lessons, and as analternative method, the flipped classroom model was applied to a group of participants wholearned theoretical knowledge through videos on the learning management system. The studylasted seven weeks and during the process, students’ performance was noted with the help of achecklist. The experimental design with the pre-test – post-test control group and the semistructured interview technique was applied. The students (n=30) were asked to write an essayduring the pre-test and post-test. These essays were assessed by three different teachers (the Gcoefficient was found as .841) who used a pre-prepared rubric by the researchers. Findingsindicate that the achievement of the experimental group, where the flipped classroom method wasapplied, was significantly higher than the control group. Students expressed positive views aboutthe flipped classroom model during the interviews. Education performed using the flippedclassroom model was considered time-saving, provided an opportunity for practice, was easilyaccessible; and distance education through videos was well-received by students.

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