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THE EFFECT OF EUROPEAN LANGUAGE PORTFOLIO ON SECOND LANGUAGE WRITING SKILLS

Writing is accepted as one of the most significant skills of language and communication. However the development, teaching and assessment of writing is also rather difficult for learners and teachers. The present study aims to investigate the effect of European Language Portfolio (ELP), which the Council of Europe put forward as an alternative language learning and assessment tool, on second language writing skills. The study was conducted with two hundred participants in a process oriented writing class in a private language school both quantitatively and qualitatively. During the study the ELP was used as the methodological framework of the study. According to the aim of the study, the program that the participants would cover during the study was firstly determined and the ELP was used in English lesson without disrupting the program. Throughout the study, the students’ use of the ELP in the lessons, their attitudes towards the method, their participation to the lessons were observed and a questionnaire, field notes, students’ portfolios and interviews were used as data collection tool. In addition, focus group interview provided data for the qualitative investigation of the research questions. According to the analysis of the data, it was found out that the ELP was effective in improving writing skills of second language learners. İmplications for pedagogy have been suggested for learners and teachers. This study is expected to shed light on further studies which can benefit from various research methods and designs.

AVRUPA DİL PORTFOLYOSUNUN YABANCI DİLDE YAZMA BECERİSNE ETKİSİ

Yazma becerisi yabancı dilde dört temel dil becerisi arasında öğrenciler için en zor ve zahmetli beceri olarak değerlendirilir. Bu becerinin geliştirilmesi, edinilmesi ve değerlendirilmesi amacıyla pek çok araştırma ve inceleme yapılmıştır. Avrupa Dil Portfolyosu da yazma becerisinin denetimi için belirli ölçütler ve basamaklar belirlemiş, öğrencilerin hangi düzeyde olduklarının belirlenmesini ve bu becerinin nasıl geliştirilebileceğini gösteren somut veriler sağlamıştır. Bu çalışma, Avrupa Konseyi tarafından alternatif bir öğrenme ve değerlendirme aracı olarak ortaya koyduğu Avrupa Dil Portfolyosunun (ELP) ikinci dilde yazma becerisine etkisini araştırmayı amaçlamaktadır. Çalışma, süreç odaklı bir yazma sınıfında 200 katılımcıyla biz özel dil okulunda nitel ve nicel olarak gerçekleştirilmiştir. Çalışma boyunca ELP, yöntemsel çerçeve olarak kullanılmıştır. Çalışmanın amacına göre, katılımcıların yer alacağı program belirlenmiş ve ELP, programda değişiklik yapılmadan kullanılmıştır. Çalışma boyunca, öğrencilerin derslerde ELP kullanımları, yönteme yönelik tutumları ve derslere katılımları gözlemlenmiş ve anket, alan notları, öğrenci portfolyoları ve röportajlar very toplama araçları olarak kullanılmışlardır. Ayrıca, odak grup görüşmesiyle de nitel boyutta very elde edilmiştir. Veri analizlerine göre ELP’nin yabancı dil öğrencilerinin yazma becerilerini geliştirdiği belirlenmiştir. Çalışmanın sonuçları ortaya konuşmuş ve hem yabancı dil öğrencilerine hem de öğretmenlere uygulamaya yönelik öneriler sunulmuştur. Bu çalışmanın daha geniş ve kapsamlı örneklemle yinelenmesi, farklı araştırma yöntemleriyle desteklenmesi gelecekte yapılacak çalışmalara yol gösterecektir.

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