The effect of metacognitive strategies on attitudes, achievement and retention in developing writing skills
Yükleniyor...
Dosyalar
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yazmayı gelistirmek dil ögrenmenin önemli ve karmasık bir bölümünü olusturmaktadır. Yazma alanında yapılan son arastırmalar bilis ötesi stratejilerin yazma becerilerini gelistirme üzerinde etkili oldugunu göstermektedir. Bundan dolayı bilis ötesi stratejilerin yazma becerilerini gelistirmede tutum, erisi ve kalıcılık üzerine etkisi bu çalısmanın amacını olusturmustur. Çalısma 77 Selçuk Üniversitesi ngiliz Dili Egitimi Anabilim Dalı ögrencisi üzerinde yürütülmüstür. Arastırmada bilis ötesi stratejiler ögretilen ögrenciler ile geleneksel yöntemlerle ögrenim gören ögrenciler arasındaki farkları bulabilmek için öntest -sontest deseni benimsenmistir. Bu nedenle rastlantısal atama yoluyla bir deney ve bir kontrol grubu seçilmistir. Veri toplamada ögrencilerin erisisi ve ögrenilenlerin kalıcılıgını ölçmek için ögrencilere öntest, sontest ve kalıcılık testi olarak yazma degerlendirme sınavı uygulanmıstır. Ayrıca, tutumlardaki degisiklikleri arastırmak için öntest ve sontest olarak bir yazma becerilerine karsı tutum ölçegi uygulanmıstır. Bunun yanı sıra elde edilen verilerle karsılastırmak üzere ögrencilerle görüsmeler yapılmıstır. Arastırmanın sonuçları istatistiksel olarak bilis ötesi stratejilerin yazmada erisi ve kalıcılıga katkıda bulundugunu göstermistir. Ancak, sonuçlar deney ve kontrol grupları arasında yazmaya karsı tutum bakımından anlamlı farklılıklar göstermemistir
Developing writing is an important and complex part of language learning. Recent research on writing specifies that metacognitive strategies are found to be effective on developing writing skills. Thus, examining the effect of metacognitive strategies on attitudes, achievement and retention in developing writing skills has been the aim of this study. The study was conducted totally on 77 first year students of Selçuk University English Language Teaching Department. A pretest-posttest design has been adopted throughout the research to find out the differences between the students that are taught the metacognitive strategies and the students who received instruction through traditional methods. For this purpose, an experimental and a control group have been randomly selected. In data collection, the students were given writing assessment tests as pretest, posttest and retention test to measure achievement and retention of the things learned. In addition, an attitude toward writing scale was administered to as a pretest and posttest to investigate changes in attitudes. Besides, the students were included in discussions and interviews in an attempt to obtain data to compare the quantitative data obtained. The results of the research statistically proved the contribution of metacognitive strategies to achievement and retention in writing. However, the results did not display significant differences in attitudes toward writing between the experimental and the control group.
Developing writing is an important and complex part of language learning. Recent research on writing specifies that metacognitive strategies are found to be effective on developing writing skills. Thus, examining the effect of metacognitive strategies on attitudes, achievement and retention in developing writing skills has been the aim of this study. The study was conducted totally on 77 first year students of Selçuk University English Language Teaching Department. A pretest-posttest design has been adopted throughout the research to find out the differences between the students that are taught the metacognitive strategies and the students who received instruction through traditional methods. For this purpose, an experimental and a control group have been randomly selected. In data collection, the students were given writing assessment tests as pretest, posttest and retention test to measure achievement and retention of the things learned. In addition, an attitude toward writing scale was administered to as a pretest and posttest to investigate changes in attitudes. Besides, the students were included in discussions and interviews in an attempt to obtain data to compare the quantitative data obtained. The results of the research statistically proved the contribution of metacognitive strategies to achievement and retention in writing. However, the results did not display significant differences in attitudes toward writing between the experimental and the control group.
Açıklama
Anahtar Kelimeler
Yabancı dil öğretimi, Foreign language teaching, Yazma becerileri, Writing skills, Bilişötesi stratejileri, Cognitive strategies
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Dülger, O. (2007). The effect of metacognitive strategies on attitudes, achievement and retention in developing writing skills. Selçuk Üniversitesi, Yayımlanmış doktora tezi, Konya.
