BETÜL ALTAY, ASUMAN SEDA SARACALOĞLU

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İngilizce Öğrenme Sürecinde Dil Öğrenme Stratejileri, Eleştirel Düşünme ve ÖzDüzenleme Becerileri Arasındaki İlişkinin İncelenmesi

Bu çalışmada hazırlık sınıflarına devam eden öğrencilerin dil öğrenme stratejileri, eleştirel düşünme ve öz-düzenleme becerileri arasındaki ilişki belirlenmiştir. Bu süreç içinde öğrencilerin öğrenme süreçlerini nasıl yönettiğine ve farkındalıklarını belirlemeye yönelik, araştırmacı tarafından uzman görüşü alınarak geliştirilmiş, açık uçlu sorulardan oluşan yarı yapılandırılmış bir form kullanılarak öğrencilerle görüşme yapılmış ve dersler gözlem yoluyla incelenmiştir. Araştırmada karma yöntem kullanılmıştır. Nitel verilerin çözümlenmesinde içerik analizi yöntemi kullanılmıştır, ve veriler kodlanarak temalaştırılmış ve yorumlanmıştır. Nicel araştırma sonucuna göre, YDYO'da analizler sonucu öğrencilerin cinsiyet, bölüm ve öğretim türü (birinci-ikinci öğretim) değişkenlerine göre dil öğrenme stratejileri alt boyutlarının, öz-düzenleme ve eleştirel düşünme beceriyle ilişkisi karşılaştırıldığında istatistiksel olarak anlamlı sonuçlara ulaşılmıştır. Nitel araştırma için amaçlı ya da olasılık dışı örnekleme yöntemlerinden aşırı (aykırı) durum örneklemesi yoluyla, yıl boyunca final sınavına kadar alınan puanlar bazında, okul genelinde not ortalaması en yüksek 10 öğrenci ile ve not ortalaması en düşük 10 öğrenci ile görüşme yapılmıştır. Aynı örnekleme yöntemi yoluyla okulda en yüksek ve en düşük not ortalamalarına sahip olan sınıflarda gözlem yoluyla inceleme yapılmıştır. Kendini cesaretlendirme, soru sorma, pratik yapma, zihinsel bağ kurma, problem çözme gibi davranışlar sınıfta en yüksek not ortalamasına sahip öğrencilerde en düşük not ortalamasına sahip öğrencilere göre daha fazla gözlemlenmiştir

Investigation on the Relationship among Language Learning Strategies, Critical Thinking and Self-Regulation Skills in Learning English

This study aimed to examine the relationship among language learning strategies, critical thinking skills and self-regulation skills of preparation class students. In this process, students were interviewed and courses were observed so as to profile students’ management of learning situations and their awareness for these strategies through a semi-structured form composed of open ended questions developed by the researcher based on expert opinion. The research used mixed methodologies. For the quantitative study, the findings show statistically significant results when sub-dimensions of LLS were compared to the ones in self–regulation and critical thinking skills using the students’ gender, department, and education type (daytime-evening education) as variables. For the qualitative study, by use of extreme case sampling, on the basis of the average points of the mid-term exam marks students got throughout the academic year, 10 students who had the highest grades and 10 students who had the lowest grades were interviewed. Using the same sampling method in the school, students of two classrooms - one which had the highest grade average and the other which had the lowest grade average were observed. It was observed that behaviors such as encouraging oneself, asking questions, practising, mental linking, problem solving, are more prevalent characteristics of learners in the classroom with the highest grade-point average than the students in the classroom with the lowest grade-point average
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  • ISSN: 1307-4733
  • Yayın Aralığı: Yıllık
  • Başlangıç: 2007
  • Yayıncı: -
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