ÇEVRİMİÇİ İNGİLİZCE ÖDEVLERİ VE BAŞARI

Ödev, eğitimin tüm seviyelerinde yaygın olan bir uygulamadır, ancak pedagojik bir araç olarak öğrenme süreci üzerindeki etkisi hala tartışma konusudur. Geçtiğimiz on yılda, eğitim amaçlı oluşturulan internet tabanlı araçların hızlı bir gelişimi görülmüştür. Bu gelişmelere paralel olarak, araştırmacılar ve eğitimciler, öğrenmeyi değerlendirmek ve geleneksel ev ödevlerinde yaşanan sıkıntıları gidermek amacıyla son yıllarda çevrimiçi ödev sistemlerine giderek artan bir ilgi göstermeye başlamışlardır. Bu çalışma, bir meslek yüksekokulu bağlamında, çevrimiçi İngilizce ödevlerinin öğrenci başarısı üzerindeki etkisini araştırmayı amaçlamaktadır. Bu deneysel çalışmanın katılımcıları, Burdur Mehmet Akif Ersoy Üniversitesi (MAKÜ) Gölhisar Meslek Yüksekokulu'nda (GMYO) okuyan toplam 49 birinci sınıf öğrencisidir. Çalışma 2016-2017 eğitim-öğretim yılı bahar döneminde 12 haftalık bir sürede gerçekleştirilmiştir. Çalışmanın başında her iki gruba da bir ön test uygulanmıştır. Daha sonra, deney grubuna Edmodo üzerinden ve kontrol grubuna ise geleneksel olarak beş adet haftalık ödevler verildi. Bulgular, ödevlerin ister çevrimiçi ister geleneksel olsun, öğrencilerin başarılarını önemli ölçüde arttırdığını ortaya koymuştur. Bununla birlikte, çevrimiçi ödevleri yapan öğrencilerin başarı artış oranı, geleneksel ödevleri yapan öğrencilerinkine göre iki katı civarında olmuştur. Çalışma sonucunda, İngilizce öğretmenlerinin meslek yüksekokullarında ödev vermeleri gerektiği ve bu ödevlerin öğrenci başarısı üzerinde daha etkili olmasından dolayı çevrimiçi olarak verilmesi gerektiği önerilmektedir.

ONLINE EFL ASSIGNMENTS AND SUCCESS

Giving homework is a common practice at alllevels of education, yet its impact as a pedagogical tool onthe learning process is still a matter of debate. The pastdecade has seen the rapid development of web-based toolscreated for educational purposes. In parallel with thesedevelopments, researchers and educators have begun toshow an increased interest in online homework systems inrecent years in order to evaluate learning and to overcomethe drawbacks of pen-and-paper homework. This studyaims to investigate the effects of online English as aForeign Language (EFL) assignments on student successin a university vocational school context. Participants ofthis experimental study were 49 first-grade studentsstudying at Burdur Mehmet Akif Ersoy University(MAKU) Gölhisar Vocational School (GVS). Of thesestudents, 28 constituted the experimental group and 21constituted the control group. The study was conducted inthe spring term of the 2016-2017 academic year for a 12-week period. At the beginning of the study, a pre-test wasapplied to both groups. Next, five weekly assignmentswere given for the experimental group via Edmodo andfor the control group as pen-and-paper homework. Thefindings revealed that assignments whether online or penand-paper increased students' success significantly.Moreover, the success increase of the students who didonline assignments was about double that of the studentswho were responsible for doing pen-and-paperassignments. The study concluded with suggestions thatEFL teachers should give assignments in universityvocational schools and that these assignments should begiven as online since they are more effective on studentsuccess.

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