Using rubrics as an instructional tool in EFL writing courses

Bu çalışma, bir öğretim aracı olarak rubric (dereceli puanlama cetveli) kullanmanın, İngilizceyi yabancı dil olarak öğrenen öğrencilerin yazı performansları üzerindeki etkisini incelemektedir. Çalışmanın ana amacı öğrencileri, İngilizce yazarken çokça kendisini hissettiren sadece doğru gramer nosyonuna dayanan yazma algısından kurtarmaktır. Karma yöntem yaklaşımı kullanılarak, uygulama grubuna (s 16) iyi yazı yazmanın kurallarını içeren bir rubrik verildi. İki farklı deneme yazısı yazarken yazım süreçleri izlendi ve kendilerine rehberlik edildi. Kontrol grubundaki öğrenciler (s22) de aynı tip deneme yazıları yazdılar fakat onlara her hangi bir rubrik verilmedi. Veriler, öğrencilerle yapılan görüşmeler ve aynı rubriği kullanan üç bağımsız notlandırıcı tarafından değerlendirilen öğrencilerin yazılı metinlerinden elde edildi. Elde edilen sonuçlar, yazım sürecinde rubrik kullanan öğrencilerin kontrol grubundaki öğrencilerden daha üstün bir performans sergilediklerini ortaya koydu. Öğrencilerle yapılan görüşmelerin analizi, daha önce biraz zor gibi gözükmüş olsada, rubriklerin derslere entegrasyonunun, öğrencilere iyi yazının özelliklerinin neler olduğunu anlamada ve kendi yazılarında daha başarılı olmaları için uygun stratejiler kullanmada yardımcı olduğunu ortaya koydu.

Dereceli Puanlama Cetvelinin (rubric) Yabancı Dil Olarak İngilizce Dersinlerinde Öğretim Aracı Olarak Kullanılması

This study investigates the effect of using rubrics as an instructional tool on students' writing performance in English as a foreign language. The major goal was to liberate the students from the narrow perception of writing based solely on the notion of correct grammar which is strongly felt in EFL writing. In this quasi-experimental research, the treatment group (N = 16) was given a rubric which provided them with a clear set of criteria for good writing. They were guided in using the rubric while writing two different essays. The students in the control group (N = 22) wrote the same essay types but they were not introduced to the rubric. The data were collected through student interviews and their essays, which were evaluated by three independent raters using the same rubric. The results revealed that students who received the rubric outperformed the students in the control group. The analysis of the student interviews proved that integration of the rubrics into the course, though initially somewhat challenging, helped the students appreciate the qualities of good writing and then utilize appropriate strategies to achieve them in their own writing.

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