Eş-öğretimin ileri EFL öğrencilerinin yazma becerisine etkisi

Öğrencilerin okuryazar bir topluma katılabilmeleri için yetenekli yazarlar olmaları gerekir. Öğrencilere etkili ve uygun bir öğretim yaklaşımı sağlamak, daha kolay ve daha iyi bir beceri ustalığına sağlayabilir. Bu yaklaşımlardan biri eş- öğretim olabilir. Bu çalışma, İranlı ileri EFL öğrencilerinin yazma becerisine yönelik eş- öğretimin etkisini araştırmaktadır. Ortak öğretim yaklaşımı, deney grubuyla aynı sınıfta öğretim yazma sürecinde iki öğretmenin aynı anda işbirliği yaptığı bir yöntem olarak ele alınmıştır. Kontrol grubunun katılımcıları tüm sınıf oturumlarında geleneksel olarak tek bir öğretmen tarafından öğretildi. İki grubu karşılaştırdıktan sonra yapılan veri analizlerine göre, yardımcı öğretmenler deney grubunun genel yazma yeteneğini geliştirmede daha başarılı olmuşlardır. Temel gerekçeye göre, iki öğretmeni olan bir sınıfın öğretilmesinin ilk önce çeşitli öğretim stilleri, geri bildirim verme, danışma ve daha iyi öğretim pratiğine yol açabilecek ve aynı zamanda öğretmen- öğrenci etkileşim süresini artırarak sınıf süresini iki katına çıkarabilecek bir konudur.

The effect of co-teaching on advanced EFL learners’ writing ability

Students need to be skilled writers to get involved in a literate society. Providing learners with effective andappropriate teaching approach can lead to an easier and better mastery of skills. One of these approaches may beco-teaching. This study investigates the effect of co-teaching for Iranian advanced EFL learners’ ability to write.The co-teaching approach was taken as a treatment through which two teachers were cooperating simultaneouslyduring the teaching writing process in the same class with the experimental group. The participants of the controlgroup were taught traditionally by a single teacher during all class sessions. According to the data analyses aftercomparing the two groups, co-teachers have been more successful in improving the overall writing ability of thetreatment group. The underlying rationale is one in which teaching a class with two teachers may first add to thevariety of teaching styles, feedback giving, consultation and reviewing the teaching process that can lead to betterteaching practice and also doubling the class time by increasing teacher-student interaction time.© 2020 JLLS and the Authors - Published by JLLS.

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