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INTERNET PROJELERİNİN OKUMA STRATEJİLERİ ÜZERİNE ETKİLERİ

THE EFFECTS OF WEBQUESTS ON READING STRATEGİES

Journal Name:

  • Celal Bayar Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2006

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
İn recent years. considerable attention has been paid to reading strategies Profkient readers are thought to be slrategic, constructively responsive: to lake specijic and conscious steps. and orchestrate their cognitive and affeciive resources to ensııre maximum comprehension The positive outcomes of extensive reading programs (ERP) have been widely reported in literatüre The Internet has also been an available tooi in language teaching. Many activities. such as ii'ebqıtests can be conducted via the Internet llowever. the effecl oj webquests on reading strategies has not been studied in detail Therefore. this study aimed to e.xamine the effects of ERP conducted vıa the use of wehquests and graded readers. Thirty-sU pre-intermedıate-level students from Celal Bayar University, Department of Foreign Languages were classifıed as Graded Readers (GRG: n = /2). Internet (Ki; n- 12) and a control group fCG: n 12). GRG Jollowed a program composed of 6 graded readers; IG had an ERP of 6 webquests, for six weeks. Their pre- and post-reading slrategy values were determined using a Likert-type scale called SORS (Survey of Reading Strategies) Despite a signifıcant between pre- and post test SORS scores of the IG (p< 0.05). there vere no other sıgntfıcant difference ın the reading slrategy use among the three groups. Therefore. we may conclude that ER alone is not enough to provide an increase in the reading slrategy use of the learners. Teachers should include strategy building into their schedules.
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Abstract (Original Language): 
Son yûiarda okuma stratejilerine çok fazla önem verilmeye başlanmışttr. İyi okuyucular stratejik, olumlu tepki veren, özel ve bilinçli adımlar atabilen, maksimum anlama sağlamak için bilişsel ve duyuşsal kaynaklarım idare edebilen kişiler olarak kabul edilirler. Yaygın okuma programlarının OOP) olumlu sonuçları literatürde geniş olarak yer almıştır. İnternet de dil öğretimi için uygun bir araç olarak kullanılmakladır. İnternet kullanarak. Internet projeleri gibi pek çok aktivite gerçekleştirilebilir. Fakat bu tür aklivitelerin okuma stratejileri üzerine etkileri detaylı olarak incelenmemiştir. Bu nedenle, bu çalışma İnternet aktiviteleri ve derecelendirilmiş kitapların kullanımı ile gerçekleştirilmiş olan bir YOP'nın okuma stratejileri iterine etkilerini incelemeyi amaçlamıştır. Celal Bayar Üniversitesi, Yabancı Diller Bölümü'nden Orta-alt dil seviyesindeki 36 öğrenci Derecelendirilmiş Kitap Grubu (DKG; n= 12), İnternet Grubu (İG; n= 12). ve Kontrol Grubu (KG: n 12) olmak üzere üç gruba ayrıldı. DKG 6 kitap ve IG 6 İnternet projesinden oluşan bir YOP 'na 6 hafta süreyle devam ettiler. Katılımcıların Ön ve son test okuma stratejileri Liken Tipi bir ölçekle (SORS) belirlendi. İG'nun ön ve son test SORS puanları arasındaki anlamlı farklılık (p< 0.05) hariç, üç grubun diğer SORS puanları arasında okuma stratejilerini kullanma bakımından anlamlı bir jarklıltk belirlenmedi. Bu nedenle. YOP hırının okuma stratejilerini geliştirmek için tek başlarına yeterli olmadığı, öğretmenlerin programlarına strateji geliştirme çalışmalarını dahil etmeleri gerektiği şeklinde bir sonuca varabiliriz.
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