DEVELOPING WRITING SKILLS THROUGH "PEN PALSHIP" PRACTICE: AN ACTION RESEARCH ON 6TH GRADE FOREIGN STUDENTS

Emine İpek Özsoy; Bayram Baş

Makale detayları

DEVELOPING WRITING SKILLS THROUGH "PEN PALSHIP" PRACTICE: AN ACTION RESEARCH ON 6TH GRADE FOREIGN STUDENTS

Yazarlar:

Emine İpek Özsoy | Bayram Baş

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.838-866

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001335586

pISSN:

2587-1900

Anahtar kelimeler:

Özet:

 Since writing education usually starts with formal education, writing skill is seen as the last language skill acquired. Since high-level cognitive skills involve different dimensions and processes, students have problems in the development of this skill. Since foreign students who settle in our country are given the right to receive education in public schools and these students are included in mother tongue education, foreign students have more problems in writing skills compared to native Turkish students. In this study, in order to improve this problem, 6th grade foreign students and native Turkish students were made pen pals; activities based on peer education and cooperative learning methods were developed using the Pen Palship application and the educational environment design was structured. The study group of the research, which was designed with quasi-experimental action research, consisted of 8 students at the 6th grade level. Data were collected using the Informative Text Rubric for Secondary School Students, student activity files, researcher diaries and student interviews. Qualitative data were analysed using content analysis and descriptive analysis; quantitative data were analysed using SPSS 27 package programme and percentage ratio. With the quasi-experimental action research, it was concluded that the students writing skills improved and developed in terms of planning errors, stylistic errors, meaning and content, language and expression, spelling and punctuation dimensions; the most improved dimension was the meaning and content dimension, and since there was a significant and positive and strong relationship between the pre-test and post-test application scores, it was concluded that the Pen Pal application improved writing skills positively.

 Since writing education usually starts with formal education, writing skill is seen as the last language skill acquired. Since high-level cognitive skills involve different dimensions and processes, students have problems in the development of this skill. Since foreign students who settle in our country are given the right to receive education in public schools and these students are included in mother tongue education, foreign students have more problems in writing skills compared to native Turkish students. In this study, in order to improve this problem, 6th grade foreign students and native Turkish students were made pen pals; activities based on peer education and cooperative learning methods were developed using the Pen Palship application and the educational environment design was structured. The study group of the research, which was designed with quasi-experimental action research, consisted of 8 students at the 6th grade level. Data were collected using the Informative Text Rubric for Secondary School Students, student activity files, researcher diaries and student interviews. Qualitative data were analysed using content analysis and descriptive analysis; quantitative data were analysed using SPSS 27 package programme and percentage ratio. With the quasi-experimental action research, it was concluded that the students writing skills improved and developed in terms of planning errors, stylistic errors, meaning and content, language and expression, spelling and punctuation dimensions; the most improved dimension was the meaning and content dimension, and since there was a significant and positive and strong relationship between the pre-test and post-test application scores, it was concluded that the Pen Pal application improved writing skills positively.

 Since writing education usually starts with formal education, writing skill is seen as the last language skill acquired. Since high-level cognitive skills involve different dimensions and processes, students have problems in the development of this skill. Since foreign students who settle in our country are given the right to receive education in public schools and these students are included in mother tongue education, foreign students have more problems in writing skills compared to native Turkish students. In this study, in order to improve this problem, 6th grade foreign students and native Turkish students were made pen pals; activities based on peer education and cooperative learning methods were developed using the Pen Palship application and the educational environment design was structured. The study group of the research, which was designed with quasi-experimental action research, consisted of 8 students at the 6th grade level. Data were collected using the Informative Text Rubric for Secondary School Students, student activity files, researcher diaries and student interviews. Qualitative data were analysed using content analysis and descriptive analysis; quantitative data were analysed using SPSS 27 package programme and percentage ratio. With the quasi-experimental action research, it was concluded that the students writing skills improved and developed in terms of planning errors, stylistic errors, meaning and content, language and expression, spelling and punctuation dimensions; the most improved dimension was the meaning and content dimension, and since there was a significant and positive and strong relationship between the pre-test and post-test application scores, it was concluded that the Pen Pal application improved writing skills positively.

 Yazma eğitimi genellikle örgün eğitim ile başladığı için yazma becerisi en son edinilen dil becerisi olarak görülmektedir. Üst düzey zihinsel becerileri, farklı boyut ve süreçleri barındırdığı için öğrenciler bu becerinin gelişiminde sorun yaşamaktadır. Ülkemize yerleşen yabancı uyruklu öğrencilere devlet okullarında eğitim alma hakkı tanındığı ve bu öğrenciler ana dil eğitimine dahil edildikleri için yabancı uyruklu öğrenciler birçok alanda olduğu gibi yazma becerisinde de ana dili Türkçe olan öğrencilere kıyasla daha fazla sorun yaşamaktadır. Çalışmada bu sorunu iyileştirmek amacıyla 6. sınıfta eğitim alan yabancı uyruklu öğrenciler ile ana dili Türkçe olan öğrencilerin mektup arkadaşı olması sağlanmış; Mektup Arkadaşlığı uygulaması kullanılarak akran eğitimi ve iş birlikli öğrenme yöntemlerine dayalı etkinlikler geliştirilmiş ve eğitim ortamı tasarımı yapılandırılmıştır. Yarı deneysel eylem araştırması ile desenlenen araştırmanın çalışma grubunu 6. sınıf düzeyindeki 8 öğrenci oluşturmaktadır. Veriler; Ortaokul Öğrencileri için Bilgilendirici Metin Dereceli Puanlama Anahtarı, öğrenci etkinlik dosyaları, araştırmacı günlükleri ve öğrenci görüşmeleri ile toplanmıştır. Nitel veriler içerik analizi ve betimsel analiz kullanılarak; nicel veriler SPSS 27 paket programı ve yüzdelik oran ile analiz edilmiştir. Yarı deneysel eylem araştırması ile planlama hataları, biçimsel hatalar, anlam ve içerik, dil ve anlatım, yazım ve noktalama boyutları açısından öğrencilerin yazma becerisinin iyileştiği ve geliştiği; en çok gelişen boyutun anlam ve içerik boyutu olduğu, ön test ve son test uygulama puanları arasında anlamlı ve olumlu yönde aynı zamanda güçlü bir ilişki bulunduğu için Mektup Arkadaşlığı uygulamasının yazma becerisini olumlu yönde geliştirdiği sonucuna ulaşılmıştır.

Makale detayları

DEVELOPING WRITING SKILLS THROUGH "PEN PALSHIP" PRACTICE: AN ACTION RESEARCH ON 6TH GRADE FOREIGN STUDENTS

Yazarlar:

Emine İpek Özsoy | Bayram Baş

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.838-866

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001335586

pISSN:

2587-1900

Writing Skills

Foreign Students

Cooperative Learning

Peer Education

Pen Pal PracticeYazma Becerisi

Yabancı Uyruklu Öğrenciler

İş Birlikli Öğrenme

Akran Eğitimi

Mektup Arkadaşlığı Uygulaması

Sayı

Makale detayları

Yazarlar: Emine İpek Özsoy | Bayram Baş

Yayıncı: Cukurova University

Ana Başlıklar: Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi: Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.838-866

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001335586

pISSN: 2587-1900

Sayı

Yazarlar:

Emine İpek Özsoy | Bayram Baş

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.9 Issue 2, pp.838-866

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001335586

pISSN:

2587-1900