The effects of flipped instruction through authentic videos on Turkish EFL learners’ use of speech acts and willingness to communicate
Loading...
Date
2021-07-09
Authors
Üstünbaş, Zafer
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Yabancı Dil Olarak İngilizceyi öğrenmede edimbilimden söz edimlerinin öğretilmesi, sınırlı ders saatleri ve özgün olmayan ders kitabı içeriği gibi çeşitli sebeplerden ihmal edilen alanlardan biri olmuştur. İletişim teknolojileri aracılığıyla ders aşamasının sınıftan önce tamamlandığı ters-yüz öğretim, özellikle söz edimleri için daha fazla sınıf içi etkinliğe zaman ayırmaya olanak sağlar. Ayrıca, İngiliz Dili Eğitimi ders kitapları içeriğinin özgün olmayışı, söz edimleri kullanımını içeren özgün videolar ile telafi edilebilir. Bu noktada, söz edimlerinin öğretilmesinde özgün videolar içeren ters-yüz öğretimi benimsemek son derece yararlı olabilir. Bu nedenle, karma yöntem desenini benimseyen bu yarı-deneysel çalışma, özgün videolar içeren ters-yüz öğretim ile İngilizceyi Yabancı Dil Olarak Öğrenen öğrencilerin söz edimlerini kullanma performansları arasındaki bağlantıyı incelemiştir. Bir devlet üniversitesinde İngilizce Hazırlık Bölümü'nde öğrenim gören İngilizceyi Yabancı Dil Olarak Öğrenen 50 Türk öğrencisinden oluşan katılımcılar deney grubu (N=25) ve kontrol grubu (N=25) olarak iki gruba ayrıldı. Deney grubu, 5 hafta boyunca söz edimlerine yönelik özgün videolar içeren ters-yüz edilmiş öğrenim görürken, kontrol grubu normal şekilde ders kitabı aracılığıyla geleneksel yöntemde öğrenim gördü. Söylem Tamamlama Testi (DCT) her iki gruba da ön-test ve son-test aşamalarında dağıtılırken Algı Anketi ve yarı-yapılandırılmış mülakatlar (N=5) sadece deney grubunda gerçekleştirildi. Bulgular, deney grubunun konuşma eylemlerini kullanma açısından kontrol grubundakileri geride bıraktığını ortaya koydu. Algı Anketi ve yarı-yapılandırılmış mülakatlardan elde edilen veriler, deney grubunun ters-yüz öğrenime ve özgün video klipler kullanmaya yönelik olumlu bir algıya sahip olduğunu da gösterdi. Ayrıca, özgün videolar içeren ters-yüz öğrenim aracılığıyla deney grubundaki katılımcıların öğretim sürecinden sonra iletişim kurma isteklerinin arttığı ortaya çıktı.
Teaching speech acts from pragmatics in English as a Foreign Language (EFL) has been one of the neglected areas for several concerns such as limited class hours and inauthentic textbook content. Flipped classroom in which the instruction stage is completed before the class through communication technologies allows to allocate more in-class time for practice, especially for speech acts. Also, the inauthenticity of ELT textbooks could be compensated with authentic videos containing the use of speech acts. At this point, it could be remarkably useful to adopt flipped classroom instruction with authentic videos in teaching speech acts. Therefore, this quasiexperimental study that adopted mixed method design investigated the relation between teaching through flipped classroom with authentic videos and the EFL learners’ performance on the use of speech acts. The participants who were 50 Turkish EFL students studying at Preparatory Department of English at a state university were divided into two groups as experimental (N=25) and control (N=25). The experimental group had flipped instruction on speech acts with authentic videos for 5 weeks while the control group were instructed in traditional classroom through the textbook as normally. Discourse Completion Test (DCT) was administrated to both groups in pre-test and post-test stages, and the experimental group were administrated a Perception Questionnaire and semi-structured interviews (N=5). The findings revealed that the experimental group outperformed those in the control group in terms of using speech acts. The data for Perception Questionnaire and semi-structured interviews also suggested that the experimental group had a positive perception towards flipped classroom and using authentic video-clips. It was also revealed that the participants in experimental group had an increased willingness to communicate after the treatment through flipped classroom and authentic videos.
Teaching speech acts from pragmatics in English as a Foreign Language (EFL) has been one of the neglected areas for several concerns such as limited class hours and inauthentic textbook content. Flipped classroom in which the instruction stage is completed before the class through communication technologies allows to allocate more in-class time for practice, especially for speech acts. Also, the inauthenticity of ELT textbooks could be compensated with authentic videos containing the use of speech acts. At this point, it could be remarkably useful to adopt flipped classroom instruction with authentic videos in teaching speech acts. Therefore, this quasiexperimental study that adopted mixed method design investigated the relation between teaching through flipped classroom with authentic videos and the EFL learners’ performance on the use of speech acts. The participants who were 50 Turkish EFL students studying at Preparatory Department of English at a state university were divided into two groups as experimental (N=25) and control (N=25). The experimental group had flipped instruction on speech acts with authentic videos for 5 weeks while the control group were instructed in traditional classroom through the textbook as normally. Discourse Completion Test (DCT) was administrated to both groups in pre-test and post-test stages, and the experimental group were administrated a Perception Questionnaire and semi-structured interviews (N=5). The findings revealed that the experimental group outperformed those in the control group in terms of using speech acts. The data for Perception Questionnaire and semi-structured interviews also suggested that the experimental group had a positive perception towards flipped classroom and using authentic video-clips. It was also revealed that the participants in experimental group had an increased willingness to communicate after the treatment through flipped classroom and authentic videos.
Description
Keywords
İletişim kurma isteği, İngilizceyi yabancı dil olarak öğrenen Türk öğrenciler, Özgün videolar, Söz edimleri, Ters-yüz sınıf, Authentic videos, EFL learners, Flipped classroom, Speech acts, Willingness to communicate
Citation
Üstünbaş, Z. (2021). The effects of flipped instruction through authentic videos on Turkish EFL learners’ use of speech acts and willingness to communicate. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.