TAKING INITIATIVE IN ENGLISH LANGUAGE LEARNING PROCESS BY STUDENTS: AN EXAMPLE OF MATERIAL DEVELOPMENT

Rabia Tekin Özel

Makale detayları

TAKING INITIATIVE IN ENGLISH LANGUAGE LEARNING PROCESS BY STUDENTS: AN EXAMPLE OF MATERIAL DEVELOPMENT

Yazarlar:

Rabia Tekin Özel

Yayıncı:

Ankara University

Ana Başlıklar:

Dil Edinimi | Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Ankara Üniversitesi Sosyal Bilimler Dergisi Vol.15 Issue 2, pp.198-214

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324497

pISSN:

2148-3434

Anahtar kelimeler:

Özet:

 According to self-determination theory, one of the most researched motivation theories in the field of psychology, individuals have three basic psychological needs: autonomy, competence, and relatedness. It is observed that the concept of autonomy, one of the three needs that positively affect individuals psychological well-being, is also quite influential in the teaching-learning process. In learning environments where students receive autonomy support and participate in decision-making at every stage of the learning process, they not only nurture their academic, social, and emotional development but also lead improvements in many aspects of school life. In this context, this study focuses on giving students initiative in material development, one of the most important elements of the English learning-teaching process. Based on the concept of supporting autonomy, the aim of this study is to observe the impact of an instructional material prepared and implemented by students, guided and directed appropriately, on other students. For this purpose, the study focused on the learning of English idioms, which are commonly used in the flow of daily and natural language but are not adequately covered in textbooks and teaching programs. Instead of traditional methods, contemporary methods were used to design a visual learning material for teaching these idioms, and the impact of this material on students was tested. The research study group consisted of a total of 60 Anatolian High School students, who were randomly assigned to form the experimental and control groups. A pre-testpost-test experimental design with a control group was used, and the data obtained were analysed using the repeated measures method. The findings from the study indicated that the learning material in question fostered positive learning behaviours among the students in the experimental group. It was concluded that the material positively influenced the learning of English idioms and demonstrated that students could also create effective learning materials.

 According to self-determination theory, one of the most researched motivation theories in the field of psychology, individuals have three basic psychological needs: autonomy, competence, and relatedness. It is observed that the concept of autonomy, one of the three needs that positively affect individuals psychological well-being, is also quite influential in the teaching-learning process. In learning environments where students receive autonomy support and participate in decision-making at every stage of the learning process, they not only nurture their academic, social, and emotional development but also lead improvements in many aspects of school life. In this context, this study focuses on giving students initiative in material development, one of the most important elements of the English learning-teaching process. Based on the concept of supporting autonomy, the aim of this study is to observe the impact of an instructional material prepared and implemented by students, guided and directed appropriately, on other students. For this purpose, the study focused on the learning of English idioms, which are commonly used in the flow of daily and natural language but are not adequately covered in textbooks and teaching programs. Instead of traditional methods, contemporary methods were used to design a visual learning material for teaching these idioms, and the impact of this material on students was tested. The research study group consisted of a total of 60 Anatolian High School students, who were randomly assigned to form the experimental and control groups. A pre-testpost-test experimental design with a control group was used, and the data obtained were analysed using the repeated measures method. The findings from the study indicated that the learning material in question fostered positive learning behaviours among the students in the experimental group. It was concluded that the material positively influenced the learning of English idioms and demonstrated that students could also create effective learning materials.

 According to self-determination theory, one of the most researched motivation theories in the field of psychology, individuals have three basic psychological needs: autonomy, competence, and relatedness. It is observed that the concept of autonomy, one of the three needs that positively affect individuals psychological well-being, is also quite influential in the teaching-learning process. In learning environments where students receive autonomy support and participate in decision-making at every stage of the learning process, they not only nurture their academic, social, and emotional development but also lead improvements in many aspects of school life. In this context, this study focuses on giving students initiative in material development, one of the most important elements of the English learning-teaching process. Based on the concept of supporting autonomy, the aim of this study is to observe the impact of an instructional material prepared and implemented by students, guided and directed appropriately, on other students. For this purpose, the study focused on the learning of English idioms, which are commonly used in the flow of daily and natural language but are not adequately covered in textbooks and teaching programs. Instead of traditional methods, contemporary methods were used to design a visual learning material for teaching these idioms, and the impact of this material on students was tested. The research study group consisted of a total of 60 Anatolian High School students, who were randomly assigned to form the experimental and control groups. A pre-testpost-test experimental design with a control group was used, and the data obtained were analysed using the repeated measures method. The findings from the study indicated that the learning material in question fostered positive learning behaviours among the students in the experimental group. It was concluded that the material positively influenced the learning of English idioms and demonstrated that students could also create effective learning materials.

 Psikoloji alanında en çok araştırılan güdülenme kuramlarından biri olan öz belirleme kuramına göre bireylerin özerklik, yeterlik ve ilişkili olma biçiminde üç temel psikolojik gereksinimi bulunmaktadır. Bireylerin psikolojik iyi olma hallerine pozitif etki eden bu üç gereksinimden özerklik kavramının öğrenme-öğretme sürecinde de oldukça etkili olduğu; öğrenme ortamlarında özerklik desteği alarak öğrenme sürecinin her aşamasında alınan kararlara katılan öğrencilerin hem kendi akademik, sosyal ve duygusal gelişimlerini besledikleri hem de okul yaşantısı kapsamında pek çok konuda iyileşmeye öncülük ettikleri görülmektedir. Bu kapsamda bu çalışmada, İngilizce öğrenme-öğretme sürecinin en önemli öğelerinden olan materyal geliştirmede öğrenciye inisiyatif verilmesi konusu üzerinde durulmaktadır. Özerkliği destekleme hususundan yola çıkılarak oluşturulan bu çalışmada amaç, öğrencilerin doğru ve yerinde yapılan rehberlik ve yönlendirmelerle hazırladıkları ve uyguladıkları bir öğretim materyalinin diğer öğrenciler üzerindeki etkisini görmektir. Bu amaçla günlük ve doğal dilin akışında kullanılan fakat ders kitaplarında ve öğretim programlarında yeterince yer verilmeyen İngilizce deyimlerin öğrenilmesi konusu ele alınmış; söz konusu deyimlerin öğretiminde geleneksel yöntemler yerine çağdaş yöntemler kullanılarak görsel bir öğrenme materyali tasarlanmış ve bu materyalin öğrenciler üzerindeki etkisi sınanmıştır. Araştırmanın çalışma grubunda, yansız atama yöntemiyle deney ve kontrol grubunu oluşturan toplam 60 Anadolu Lisesi öğrencisi yer almış; çalışmada kontrol gruplu ön- testson-test deney deseni kullanılmış ve elde edilen veriler tekrarlı ölçüm yöntemiyle çözümlenmiştir. Çalışma sonucunda elde edilen bulgular, söz konusu öğrenme materyalinin deney grubunda yer alan öğrencilerde olumlu öğrenme davranışları oluşturduğunu göstermiş; yani materyalin İngilizce deyimleri öğrenmeye olumlu etki eden bir değişken olduğu sonucuna ulaşılmış ve öğrencilerin de etkili bir öğrenme materyali oluşturabileceği ortaya konulmuştur.

Makale detayları

TAKING INITIATIVE IN ENGLISH LANGUAGE LEARNING PROCESS BY STUDENTS: AN EXAMPLE OF MATERIAL DEVELOPMENT

Yazarlar:

Rabia Tekin Özel

Yayıncı:

Ankara University

Ana Başlıklar:

Dil Edinimi | Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Ankara Üniversitesi Sosyal Bilimler Dergisi Vol.15 Issue 2, pp.198-214

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324497

pISSN:

2148-3434

Psychology

Self-Determination Theory

Learner Autonomy

English Idiom Learning

Instructional Material DevelopmentPsikoloji

Öz Belirleme Kuramı

Öğrenen Özerkliği

İngilizce Deyim Öğrenme

Öğretim Materyali Geliştirme

Sayı

Makale detayları

Yazarlar: Rabia Tekin Özel

Yayıncı: Ankara University

Ana Başlıklar: Dil Edinimi | Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi: Ankara Üniversitesi Sosyal Bilimler Dergisi Vol.15 Issue 2, pp.198-214

Belge Tipi: Makale

Yayın Tarihi: 7/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001324497

pISSN: 2148-3434

Sayı

Yazarlar:

Rabia Tekin Özel

Yayıncı:

Ankara University

Ana Başlıklar:

Dil Edinimi | Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Ankara Üniversitesi Sosyal Bilimler Dergisi Vol.15 Issue 2, pp.198-214

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324497

pISSN:

2148-3434