AKADEMİK YAZMA DERSLERİNDE TEKNOLOJİNİN DÖNÜTE UYGULANMASI: EKRAN KAYDI İLE DÖNÜT VERME VE ÖĞRENCİ TUTUMLARI

Bu makalede, üniversite düzeyinde İngilizce öğrenen öğrencilerin yazma derslerinde yenilikçi bir yöntem olan ekran kaydı ile dönüt verilmesine karşı olan tutumları araştırılmıştır. Ekran kaydı “screencasting” bir bilgisayar ekranının video kayıtlarının Internet üzerinden yayınlanmasıdır ve aynı zamanda öğrencilerin yazılı üretimlerine dönüt vermek için kullanılabilir. Bu çalışmada araştırmacılar, bu yenilikçi dönüt verme yöntemini Ankara’daki bir vakıf üniversitesi olan Ufuk Üniversitesi’nde birinci sınıf İngilizce akademik yazma dersi kapsamında kullanarak denediler. Çalışmanın katılımcıları Ufuk Üniversitesi Meslek Yüksekokulu bünyesindeki Uygulamalı İngilizce ve Çevirmenlik Bölümü’nde öğrenim gören 20 birinci sınıf öğrencisiydi. Çalışmada iki farklı dönüt türüne yönelik öğrenci tutumları karşılaştırıldı: doğrudan düzeltme olmadan hata sembolleri ve kısa notlar kullanılarak verilen yazılı öğretmen dönütü ve doğrudan düzeltme olmadan ekran kaydı yapılarak ve semboller de kullanılarak verilen sözlü öğretmen dönütü. Öğrencilerin tutumları her iki dönüt türü yazma derslerinde kullanıldıktan sonra, ilk olarak klasik yazılı dönüt sonrası ve ikinci olarak da ekran kaydı ile dönüt sonrası uygulanan anketler yoluyla karşılaştırıldı. Çalışmanın sonuçları öğrencilerin klasik yazılı öğretmen dönütüne kıyasla ekran kaydı ile dönüte yönelik daha olumlu tutumlar geliştirdiklerine işaret etti

Anahtar Kelimeler:

akademik yazma, ekran kaydı ile dönüt, yazılı dönüt, sözlü dönüt

THE APPLICATION OF TECHNOLOGY TO FEEDBACK IN ACADEMIC WRITING CLASSES: THE USE OF SCREENCASTING FEEDBACK AND STUDENT ATTITUDES

This paper explores the attitudes of tertiary level English learners towards the innovative technique of screencasting feedback and its effects on writing improvement. Screencasting is the broadcast of digital video recordings of a computer screen through the Internet and can also be used to give feedback to students’ written work. The researchers tried out this innovative technique of giving feedback in the context of a first-year academic writing course at a private university in Ankara, Turkey, namely, Ufuk University. The subjects of the study were 20 first-year students studying at the Department of Applied English and Translation Studies at the Vocational School of the university. In the present study, attitudes towards two feedback types were compared: written feedback with symbols without direct correction and feedback through screencasting with oral plus written feedback signaling errors without direct correction. The students’ attitudes were compared by means of questionnaires which were administered after each different type of feedback were utilized in the writing course; first after the implementation of classical written teacher feedback and secondly after the implementation of screencasting feedback. The results indicated that students developed more positive attitudes towards screencasting feedback compared to traditional written teacher feedback

Keywords:

academic writing, screencasting feedback, written feedback, oral feedback,

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