İDE öğrencilerinin yazma becerilerini geliştirmenin bir yolu olarak akran değerlendirmesi: Bir eylem araştırması

Yazmanın problemli doğasından yola çıkarak, bu çalışma bir İDE bölümündeki öğrencilerin yazma becerilerini geliştirmede akran değerlendirmesiyle bir eylem araştırması benimsemiştir. Bu çalışma eylem araştırmasının özel basamakları olan planlama, eylem, gözlem ve yansıtma yoluyla tasarlanmıştır. Planlama ve eylem basamaklarında, araştırmacılar döngüler süresince takip edilecek genel ve özel kıstasları belirlemişlerdir ve kıstasları bu doğrultuda uygulamışlardır. Gözlem basamağında, belirlenmiş döngülerdeki akran değerlendirme süreçleri gözlenmiştir. Bu basamakta araştırmacılar döngülerden faydalanmışlardır. Bu döngüler, akran değerlendirmesi süresince adım adım takip edilen uygulama süreçleridir. Yansıtma basamağında, katılımcıların yazma derslerindeki akran değerlendirmesi üzerine yansıtmaları bir form aracılığıyla toplanmıştır. Katılımcılardan toplanan nitel veri, çalışma sonunda betimsel olarak analiz edilmiş ve raporlanmıştır. Yansıtmalar, yazma derslerinden öncesi ve sonrası, akran değerlendirmesinin yararları ve sakıncaları olarak sınıflandırılmıştır. Sonuç olarak, yazma derslerinde akran değerlendirmesi yabancı dil öğrenenleri olumlu yönde etkilemektedir ve akran değerlendirmesi İDE öğrencilerinin yazma becerilerini geliştirmede alternatif bir yol olarak kullanılabilir.

Peer editing as a way of developing ELT students’ writing skills: An action research

Inspired from problematic nature of writing, this study adopted an action research through peer editing as a wayof developing writing skills of students at an ELT department. This study was designed through the specific stagesof an action research which are planning, action, observation and reflection. In planning and action stages, theresearchers designed general and specific criteria to follow during the cycles, and they applied these criteriaaccordingly. In observation stage, the peer editing processes in specific cycles were observed. The researchersused cycles at this stage. These cycles were application processes which were followed step by step during peerediting. In reflection stage, reflections of the participants on peer editing in writing classes were gathered througha form. Qualitative data collected from participants were analyzed and reported descriptively at the end. Thereflections were categorized as before and after writing classes, advantages and disadvantages of peer editing. Inconclusion, peer editing in writing classes affects foreign language learners positively, and peer editing can beused in writing classes as an alternative way of developing ELT students’ writing skills.

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