Yabancı dil öğretiminde teknoloji destekli öğretim yöntemlerinin akademik başarı, kalıcılık ve tutum üzerindeki etkisi: Bir meta analiz çalışması
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı Yabancı Dil Öğretiminde kullanılan teknoloji destekli öğretim yöntemlerinin akademik başarı, öğrenmelerin kalıcılığı ve derse karşı tutum üzerindeki etki büyüklüğünü meta analiz yöntemiyle analiz etmektir. Konu ile ilgili YÖK Tez Merkezi, Google Akademik, DergiPark Akademik vb. veri tabanlarından faydalanılmıştır. Yapılan literatür taraması sonucunda ve dahil edilme ölçütleri çerçevesinde akademik başarı için 156 bireysel çalışma meta analize dâhil edilmiş olup, bu çalışmalara ait 183 etki büyüklüğü hesaplanmıştır. Öğrenmelerin kalıcılığı için 16 ve derse karşı tutum için ise 17 bireysel çalışma ve bu çalışmalara ait etki büyüklükleri meta analize dâhil edilmişlerdir. Dahil edilme ölçütleri çerçevesinde meta analize dâhil edilen bu bireysel çalışmaların analiz edilmesi yoluyla Yabancı Dil Öğretiminde kullanılan teknoloji destekli öğretim yöntemlerinin akademik başarı üzerindeki etki büyüklüğünün g=0.95 ve geniş düzeyde olduğu, öğrenmelerin kalıcılığı üzerindeki etki büyüklüğünün g=1.42 ve geniş düzeyde olduğu, derse karşı tutum üzerindeki etki büyüklüğünün ise g=0.77 ve orta düzeyde olduğu tespit edilmiştir. Yabancı dil akademik başarısının yanı sıra dinleme, konuşma, okuma, yazma alt becerileri ile dilbilgisi ve kelime öğretimi başarısına yönelik etki büyüklükleri de hesaplanmış olup tüm etki büyüklüklerinin geniş düzeyde olduğu tespit edilmiştir. Dinleme başarısı için meta analize dâhil edilen 16 çalışmadan elde edilen etki büyüklüğü g=0.94, konuşma başarısı için meta analize dâhil edilen 6 çalışmadan elde edilen etki büyüklüğü g=0.90, okuma başarısı için meta analize dâhil edilen 19 çalışmadan elde edilen etki büyüklüğü g=1.03, yazma başarısı için meta analize dâhil edilen 16 çalışmadan elde edilen etki büyüklüğü g=0.81, dilbilgisi öğretimi için meta analize dâhil edilen 11 çalışmadan elde edilen etki büyüklüğü g=1.00 ve kelime bilgisi öğretimi için meta analize dâhil edilen 74 çalışmadan elde edilen etki büyüklüğü g=0.93 olarak hesaplanmıştır. Ayrıca araştırmaya dâhil edilen bireysel çalışmaların; yabancı dil alt beceri alanı, çalışılan dil, çalışmanın yayın türü, çalışmanın yayın yılı, çalışmanın yapıldığı eğitim kademesi, çalışmanın yapıldığı bölge, çalışmanın yapıldığı kurum türü (devlet, özel) ve çalışmanın öğretim şekli (yüz yüze, çevrimiçi) moderatörlerine göre etki büyüklükleri hesaplanmış olup, bu hesaplamalar sonucunda istatistiksel olarak anlamlı farklılıkların olup olmadığı tespit edilmiştir. Çalışmaların deneysel işlem süresi ve örneklem sayısı moderatörleri için de meta-regresyon analizi yapılmıştır. Akademik başarı için çalışılan dil, eğitim kademesi ve kurum türü moderatörlerine göre anlamlı farklılık elde edilirken, öğrenmelerin kalıcılığı için sadece çalışmanın yapıldığı bölge moderatörüne göre istatistiksel olarak anlamlı farklılık elde edilmiştir. Tutum değişkenine göre ise herhangi bir moderatöre göre istatistiksel olarak anlamlı farklılık elde edilememiştir.
The main purpose of this study is to analyze the effect size of technology-supported teaching methods used in foreign language teaching on academic achievement, retention and attitude by meta-analysis method. Related databases such as YÖK Thesis Center, Google Scholar, DergiPark Academic, etc. were used. As a result of the literature review and within the framework of the inclusion criteria, 156 individual studies for academic achievement were included in the meta-analysis and 183 effect sizes were calculated for these studies. Sixteen individual studies for retention and 17 individual studies for attitude and the effect sizes of these studies were included in the meta-analysis. Through the analysis of these individual studies included in the meta-analysis within the framework of the inclusion criteria, it was determined that the effect size of technology-supported teaching methods used in Foreign Language Teaching on academic achievement was g=0.95 and had a large effect; the effect size on the retention was g=1.42 and had a large effect, and the effect size on attitude was g=0.77 and had a moderate effect. In addition to foreign language academic achievement, effect sizes for listening, speaking, reading, writing sub-skills and grammar and vocabulary achievement were also calculated and all effect sizes were found to be large. The effect size obtained from 16 studies included in the meta-analysis for listening achievement is g=0.94; the effect size obtained from 6 studies included in the meta-analysis for speaking achievement is g=0.90; the effect size obtained from 19 studies included in the meta-analysis for reading achievement is g=1.03; the effect size obtained from 16 studies included in the meta-analysis for writing achievement is g=0.81; the effect size obtained from 11 studies included in the meta-analysis for grammar teaching is g=1.00 and the effect size obtained from 74 studies included in the meta-analysis for vocabulary teaching is g=0.93. In addition, the effect sizes of the individual studies included in the research were calculated according to the moderators of the language subskills, the languages studied, the type of the publication of the study, the publication year of the study, the level of education in which the study was conducted, the region in which the study was conducted, the type of institution in which the study was conducted (public, private) and the mode of instruction (face-to-face, online). It has been tried to determine whether there were statistically significant differences as a result of these calculations. On the other hand, meta-regression analysis was conducted for the experimental procedure duration and sample size moderators. While a statistically significant difference has been obtained for academic achievement according to the moderators of the language and the type of the institution where the study was conducted, a statistically significant difference was obtained for retention according to only the region where the study was conducted. When it comes to attitude variable, no statistically significant difference was obtained according to any moderators.
The main purpose of this study is to analyze the effect size of technology-supported teaching methods used in foreign language teaching on academic achievement, retention and attitude by meta-analysis method. Related databases such as YÖK Thesis Center, Google Scholar, DergiPark Academic, etc. were used. As a result of the literature review and within the framework of the inclusion criteria, 156 individual studies for academic achievement were included in the meta-analysis and 183 effect sizes were calculated for these studies. Sixteen individual studies for retention and 17 individual studies for attitude and the effect sizes of these studies were included in the meta-analysis. Through the analysis of these individual studies included in the meta-analysis within the framework of the inclusion criteria, it was determined that the effect size of technology-supported teaching methods used in Foreign Language Teaching on academic achievement was g=0.95 and had a large effect; the effect size on the retention was g=1.42 and had a large effect, and the effect size on attitude was g=0.77 and had a moderate effect. In addition to foreign language academic achievement, effect sizes for listening, speaking, reading, writing sub-skills and grammar and vocabulary achievement were also calculated and all effect sizes were found to be large. The effect size obtained from 16 studies included in the meta-analysis for listening achievement is g=0.94; the effect size obtained from 6 studies included in the meta-analysis for speaking achievement is g=0.90; the effect size obtained from 19 studies included in the meta-analysis for reading achievement is g=1.03; the effect size obtained from 16 studies included in the meta-analysis for writing achievement is g=0.81; the effect size obtained from 11 studies included in the meta-analysis for grammar teaching is g=1.00 and the effect size obtained from 74 studies included in the meta-analysis for vocabulary teaching is g=0.93. In addition, the effect sizes of the individual studies included in the research were calculated according to the moderators of the language subskills, the languages studied, the type of the publication of the study, the publication year of the study, the level of education in which the study was conducted, the region in which the study was conducted, the type of institution in which the study was conducted (public, private) and the mode of instruction (face-to-face, online). It has been tried to determine whether there were statistically significant differences as a result of these calculations. On the other hand, meta-regression analysis was conducted for the experimental procedure duration and sample size moderators. While a statistically significant difference has been obtained for academic achievement according to the moderators of the language and the type of the institution where the study was conducted, a statistically significant difference was obtained for retention according to only the region where the study was conducted. When it comes to attitude variable, no statistically significant difference was obtained according to any moderators.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
