ANINDA VE SONRASINDA VERİLEN DÜZELTİCİ DÖNÜTLERİN ACİL DURUM UZAKTAN EĞİTİM DÖNEMİNDE YABANCI DİLDE SESLETİM ÜZERİNE ETKİSİ

COVID-19 nedeniyle 2020 yılında çevrimiçi öğretime ani geçişle birlikte İngilizce öğretmenleri ve öğrenenleri kendilerini daha az etkileşimin olduğu ve sınıflarından uzakta bir ortamda bulmuşlardır. Böylesine bir ortamda dil öğretiminin önemli bir boyutu olan düzeltici dönütler her iki taraf için de daha önemli hale gelmektedir. Bu çalışma, acil durum uzaktan eğitim bağlamında, bir konuşma dersi kapsamında verilen anında ve sonrasında düzeltici dönütlerin Türk üniversite öğrencilerinin yabancı dilde sesletimine etkisine ve öğrencilerin aldıkları dönütler hakkındaki görüşlerine odaklanmaktadır. Çevrimiçi öğretimle yürütülen sözlü iletişim becerileri dersini alan 23 öğrenci sekiz hafta boyunca izlenmiş ve sesletim hataları kayıt altına alınmıştır. Sesletim hatalarıyla ilgili olarak bir grup anında dönüt alırken diğer grup sonrasında ve bireysel olarak dönüt almıştır. Süreç sonunda hatalarıyla ilgili öğrencilere son test uygulanmıştır. Sonuçlar, tüm öğrenciler için sesletim hatalarında düşüş olduğunu ve süreç içinde ve sonunda hata sayısındaki farkın istatistiksel olarak anlamlı olduğunu göstermiştir. Ancak, ortalama fark ve etki büyüklüğü, sonrasında dönüt alan grupta da büyük olmuştur.

Anahtar Kelimeler:

Sözlü düzeltici dönüt, yabancı dilde sesletim, uzaktan eğitim, Oral corrective feedback, L2 pronunciation, distance education

THE EFFECT OF DELAYED AND IMMEDIATE ORAL CORRECTIVE FEEDBACK ON L2 PRONUNCIATION IN EMERGENCY DISTANCE EDUCATION

With the sudden shift to online teaching with COVID-19 in 2020, ELT professionals and EFL learners found themselves in an environment with relatively less interaction, distant from their ordinary classrooms. In such a setting, a critical aspect of language teaching, oral corrective feedback (OCF), has become even more important for both sides. In a context of emergency distance education, this study focuses on the effect of delayed and immediate OCF on Turkish university students’ L2 pronunciation in the scope of a speaking course, and their views on the feedback they received. In this respect, 23 students taking an oral communication skills course through online instruction were monitored for a total of eight weeks and their pronunciation errors throughout the process were recorded. One group received immediate feedback while the other group had delayed, individualized feedback on their pronunciation. A posttest based on these errors was administered online at the end of the process. The results showed a decrease in pronunciation errors for all students, and the difference in the number of errors during and at the end of the semester was statistically significant in both groups. However, the mean difference and the effect size were larger for the group who were exposed to delayed feedback.

Keywords:

Oral corrective feedback, L2 pronunciation, distance education,

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