Sistematik Derlemeler ve Meta Analiz
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The Effect of Learner-Centered Methods Recommended in the English Language Curriculum on Academic Achievement: A Meta-analysis Study

Yıl 2023, Sayı: 43, 56 - 101, 30.06.2023

Öz

This study examines the impact of learner-centered methods proposed in the English curriculum on learners' academic achievement in foreign language learning using the meta-analysis method. A literature review was conducted based on inclusion and exclusion criteria, and a total of 234 individual studies and 260 effect sizes obtained from these studies were analyzed. To test publication bias in the study, both the funnel plot and the forest plot were visually interpreted, and statistical tests such as Rosenthal Classic Fail-safe N, Orwin fail-safe N, and Duval and Tweedie Crop Fill methods were conducted. As a result, no publication bias was detected. The analyses were conducted using the random effects model, revealing that learner-centered methods in foreign language teaching have a wide effect (g=0.951, 95% CI [0.852-1.049], p<0.000) on learners' academic achievement. In the study, publication year, research location, publication type, applied method, language skills, teaching level, whether English is the official language in the research location, duration of application, and sample size were identified as moderators for academic success. It was discovered that publication year, publication type, language skills, teaching level, whether English is an official language or not, application period, and sample size are important variables that differentiate the effect sizes.

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İngilizce Öğretim Programında Önerilen Öğrenen Merkezli Yöntemlerin Akademik Başarıya Etkisi: Bir Meta-analiz Çalışması

Yıl 2023, Sayı: 43, 56 - 101, 30.06.2023

Öz

Bu çalışmada, İngilizce öğretim programında öngörülen öğrenen merkezli yöntemlerin yabancı dil öğrenmede öğrenenlerin akademik başarılarına etkisini meta-analiz yöntemiyle incelemek amaçlanmıştır. Belirlenen dâhil edilme ve hariç tutulma kriterlerine göre alanyazın taraması yapılmış olup toplam 234 bireysel çalışma ve bu çalışmalardan elde edilen 260 etki büyüklüğü analize tabi tutulmuştur. Çalışmada yayım yanlılığının test edilmesinde huni grafiği ve orman grafiği, Rosenthal Classic fail-safe N, Orwin fail-safe N ve Duval ve Tweedie Kırp Doldur yöntemleriyle hem görsel olarak yorumlanmış hem de istatistiksel olarak test edilmiştir. Sonuç olarak yayım yanlılığı olmadığı tespit edilmiştir. Araştırma sonucunda, Rastgele etkiler modeli kullanılarak analizler gerçekleştirilmiş olup yabancı dil öğretiminde öğrenen merkezli yöntemlerin öğrenenlerin akademik başarıları üzerinde geniş bir etkiye (g=0.951, %95 GA [0.852-1.049], p<0.000) sahip olduğu ortaya çıkmıştır. Çalışmada akademik başarı için yayım yılı, araştırmanın yürütüldüğü yer, yayım türü, uygulanan yöntem, dil beceri alanı, öğretim kademesi, İngilizcenin çalışmanın yürütüldüğü yerde resmi dil olup olmaması, uygulama süresi ve örneklem büyüklüğü moderatör olarak belirlenmiştir. Etki büyüklüklerini farklılaştırmada yayım yılı, yayım türü, dil beceri alanı, öğretim kademesi, İngilizcenin resmi dil olup/olmama durumu, uygulama süresi ve örneklem büyüklüğünün önemli birer değişken olduğu görülmüştür.

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  • Vaughn, S., Klinger, J.K., Swanson, E.A., Boardman, A.G., Roberts, G., Mohammed, S.S., & Stillman-Spisak, S.J. (2011). Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 48 (4), 938-964. https://doi.org/10.3102/0002831211410305
  • Wahyudin, A. Y. (2017). The effect of project-based learning on L2 spoken performance of undergraduate students in English for business class. Advances in Social Science, Education and Humanities Research,82, 42-46. https://doi.org/10.2991/conaplin-16.2017.9
  • Wang, R.S. (2006). The effects of jigsaw cooperative learning on motivation to learn English at Chung-Wa Institute of Technology, Taiwan. Doctoral Dissertation, Florida International University, College of Education, Miami, Florida, USA.
  • Wardani, B. R., & Satriani, I. (2019). Collaborative learning and problem-based learning in teaching speaking. ANGLO-SAXON: Journal of the English Language Education Study Program, 10(2), 232-241. https://journal.unrika.ac.id/index.php/jurnalanglo-saxon/article/view/1980/pdf
  • Yakut, İ. (2020). Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training. Eurasian Journal of Applied Linguistics, 6 (1), 101-118. http://dx.doi.org/10.32601/ejal.710224
  • Yaman, İ. (2014). EFL students’ attitudes towards the development of speaking skills via project-based learning: An omnipresent learning perspective (Thesis No.356901). [Doctoral Dissertation, Gazi University]. Council of Higher Education Thesis Center.
  • Yang, D. (2016). Effects of project-based learning on speaking abilities of Non-English major Chinese students [Unpublished Master’s thesi]. Suranaree University of Technology.
  • Yang, A.S.V. (2005). Comparison of the effectiveness of cooperative learning and traditional teaching methods on Taiwanese College students’ oral performance and motivation toward learning [Unpublished Doctoral Dissertation]. La Sierra University.
  • Yavuz, Ö. (2017). İşbirliğine dayalı öğrenmenin İngilizce dersinde akademik başarıya, derse yönelik tutuma, yansıtıcı düşünme becerisine ve algılanan araçsalık düzeyine etkisi (Tez No.469126). [Yüksek Lisans Tezi, Bülent Ecevit Üniversitesi]. YÖK Ulusal Tez Merkezi.
  • Yıldız, F. (2009). The effects of project-based learning on student achievement in vocabulary learning on 6th grade students (Tez No.239355). [Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi]. YÖK Ulusal Tez Merkezi.
  • Yumurtacı, N. (2019). Using creative drama in teaching English to young learners: Effectiveness on vocabulary development and creative thinking (Thesis No.555074). [Master’s thesis, Bahçeşehir University]. Council of Higher Education Thesi Center.
  • Yurdabakan, İ., ve Cihanoğlu, M.O. (2009). Öz akran değerlendirmenin uygulandığı işbirlikli okuma ve kompozisyon tekniğinin başarı, tutum ve strateji kullanım düzeylerine etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(4), 105-123. https://www.acarindex.com/dosyalar/makale/acarindex-1423876213.pdf
  • Zainuddin. (2015). The effect of cooperative integrated reading and composition technique on students’ reading descriptive text achievement. English Language Teaching, 8 (1), 11-21. http://dx.doi.org/10.5539/elt.v8n5p11
  • Zarifi, A., & Taghavi, A. (2016). The impact of cooperative learning on grammar learning among Iranian intermediate EFL learners. Theory and Practice in Language Studies, 6 (7), 1429-1436. http://dx.doi.org/10.17507/tpls.0607
Toplam 306 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Meta-Analysis
Yazarlar

Burhan Üzüm 0000-0003-3385-5841

Ramazan Özbek 0000-0002-6228-1624

Yayımlanma Tarihi 30 Haziran 2023
Gönderilme Tarihi 21 Mart 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 43

Kaynak Göster

APA Üzüm, B., & Özbek, R. (2023). İngilizce Öğretim Programında Önerilen Öğrenen Merkezli Yöntemlerin Akademik Başarıya Etkisi: Bir Meta-analiz Çalışması. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi(43), 56-101.