İngilizce hazırlık sınıflarındaki Türk ve yabancı öğrencilerin değerlendirme tercihleri ve sınav kaygıları

Bu çalışmanın amacı İngilizce hazırlık sınıfındaki öğrencilerin değerlendirme tercihlerini ve test kaygılarını araştırmak ve bu iki bağımlı değişken arasında bir ilişki olup olmadığını incelemektir. Ayrıca öğrencilerin değerlendirme tercihlerinde ve test kaygılarında cinsiyet ve ülke bakımından anlamlı bir fark olup olmadığını bulmak ve eğer fark varsa nu farkın nedenlerini ortaya koymak amaçlanmıştır. Bu çalışmaya eğitimlerini İngilizce olarak tamamlayacak olan 147 tane üniversite öğrencisi katılmıştır. Çok kültürlü niteliğiyle birlikte, değerlendirme tercihleriyle ilgili yabancı dil eğitimi bağlamında Türk alanyazınında çok fazla çalışma olmadığı için alana katkı sağlayacaktır. Bu çalışmada nitel ve nicel verileri birleştiren karma araştırma yöntemi kullanılmıştır. Veriler iki adet envanter ve ikili görüşmelerle elde edilmiştir. Verileri analiz etmek için Bağımsız Değişkenler T-testi ve içerik analizi kullanılmıştır. Sonuçlar İngilizce hazırlık sınıfı öğrencilerinin değerlendirme tercihleriyle ilgili ayrıntılı bir rapor niteliğindedir ve ayrıca öğrencilerin değerlendirme tercihlerinin cinsiyet ve milliyete göre anlamlı farklar gösterdiğini ortaya konmuştur. Sonuçlara göre erkekler karmaşık soru tiplerini bayanlara göre daha çok tercih ederken, bayanlar daha kolay soru tiplerini tercih etmektedir. Ayrıca Türk ve yabancı öğrencilerin değerlendirme tipi tercihlerinde, sınav okuma ve raporlandırma tercihlerinde ve genel test kaygılarında anlamlı farklar olduğu ortaya konulmuştur.

A study on English preparatory class students’ assessment preferences and test anxieties

This study aims to determine English preparatory class students’ assessment preferences and test anxieties andwhether there is a relationship between these two dependent variables or not. It also aims to see whether or notthere is a significant difference between nationalities in terms of assessment preferences and test anxiety, and alsoto learn the reasons behind these differences if there are any. 147 university students who will study in Englishmediumdepartments at a private university participated in this study. In this study, a mixed method was adoptedthat integrated quantitative and qualitative data, which were collected through two inventories and one interview.The results present a report of students’ assessment preferences and also reveal that there are significant differencesregarding nationality. The results have also shown that there is a significant difference in Turkish and foreignstudents assessment type preferences, grading and reporting preferences, and general test taking anxieties.

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