İngilizce’yi yabanci dil olarak öğrenen öğrencilerin yazıları üzerine olan ses kayıtlı geri bildirimin etkisi

Yazı yazma alanında yapıcı geri bildirim ile ilgili bir revizyon yapılması gerektiği görüşüne, öğrenciler, öğretmenler, ve araştırmacılar ortak olarak katılmasına rağmen, en etkili geri bildirimin ne, ne zaman, nasıl, ve kim tarafından verilmesi hakkında ortak bir görüş yoktur (Weigle, 2014). Yazı yazma alanında geri bildirim üç genel kategoriye ayrılmıştır: yazılı bildirimler, birebir konferanslar, ve kayıt edilen sözlü geri bildirim. İlk iki kategorideki yöntemler çok zaman aldığı ve iş yükü fazla olduğu için, son yıllarda hızla gelişen teknoloji sayesinde kayıt edilen geri bildirimler icin, podcast ve dijital kayıt araçları gibi araçlar sayesinde geri bildirim verme alanı yeni olanaklara kavuşmuştur. Bu çalışmada, ses kayıtlı geri bildirim tekniğinin etkisi İngilizce’yi yabanci dil olarak öğrenen öğrencilerin yazı yazma alanında kullanılarak incelenmiştir. İki değişik geri bildirim yöntemi iki benzer gruba uygulanmıştır. Bir gruba ses kayıtlı geri bildirim, diğer grup ise üstdilsel yazılı geri bildirimi yaklaşık olarak iki ay uygulanmıştır. İnceleme sonuçlarına göre, yazılarında ses kayıtlı geri bildirim alan öğrenciler içerik ve organizasyon alanında diğer grup öğrencilerine göre daha başarılı olurken, iki grup arasında cumle yapısı açısından bakıldığında anlaşırlık ve doğruluk alanında belirgin bir farklılığa rastlanmamıştır.

The effect of recorded oral feedback on EFL learners' writing

While there is general agreement among learners, teachers, and scholars that constructive feedback on writing isnecessary to revision, there are fewer consensuses on how feedback should be given, when, by whom, and whatsort of feedback is most effective (Weigle, 2014). Providing feedback on writing is generally categorized into threetypes: written comments, individual conferences, and recorded oral feedback. As the first two types are believedto be very time-consuming and lots of workloads, recording comments, along with the advances in technologyover the last decades, has opened new possibilities for feedback in the form of podcasts or other digitally recordedmeans. In this study, the effect of recorded oral feedback to the writing of the English as a foreign language (EFL)learners was taken into scrutiny. In so doing, two different types of feedback (i.e., audio-recorded comments andmetalinguistic written corrective feedback) were given to the learner writing in two groups respectively. Thetreatment lasted for approximately two months, in which the participants received two different types of feedbackto their writing (e.g., recorded oral feedback and metalinguistic written corrective feedback). Results indicated thatthe group receiving audio-recorded comments on their writing outperformed the latter in their content, andorganization, while no significant difference was observed between the two groups in clarity and sentence-levelaccuracy.

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