ONLINE EFL ASSIGNMENTS AND SUCCESS

Giving homework is a common practice at all levels of education, yet its impact as a pedagogical tool on the learning process is still a matter of debate. The past decade has seen the rapid development of web-based tools created for educational purposes. In parallel with these developments, researchers and educators have begun to show an increased interest in online homework systems in recent years in order to evaluate learning and to overcome the drawbacks of pen-and-paper homework. This study aims to investigate the effects of online English as a Foreign Language (EFL) assignments on student success in a university vocational school context. Participants of this experimental study were 49 first-grade students studying at Burdur Mehmet Akif Ersoy University (MAKU) Gölhisar Vocational School (GVS). Of these students, 28 constituted the experimental group and 21 constituted the control group. The study was conducted in the spring term of the 2016-2017 academic year for a 12- week period. At the beginning of the study, a pre-test was applied to both groups. Next, five weekly assignments were given for the experimental group via Edmodo and for the control group as pen-and-paper homework. The findings revealed that assignments whether online or penand-paper increased students' success significantly. Moreover, the success increase of the students who did online assignments was about double that of the students who were responsible for doing pen-and-paper assignments. The study concluded with suggestions that EFL teachers should give assignments in university vocational schools and that these assignments should be given as online since they are more effective on student success.

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.

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