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İKİLİ ÖĞRENCİ GERİBİLDİRİMİNİN İNGİLİZCE ÖĞRETMEN ADAYLARININ YAZMA KAYGISI ÜZERİNDE ETKİLERİ

THE EFFECTS OF PEER FEEDBACK ON THE WRITING ANXIETY OF PROSPECTIVE TURKISH TEACHERS OF EFL

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Abstract (2. Language): 
Studies done in L1/L2 English settings have revealed the negative effects of writing anxiety on both learner motivation and academic achievement and teachers’ attitudes towards writing and the practices they use in their own classes. The present study aims to find out the effects of peer feedback on the writing anxiety of Turkish prospective teachers (PTs) of English. A total of 86 PTs of English participated in this study. During the eight-week study, PTs in the experimental group, who had been given a training on peer feedback, were asked to work in pairs in their writing class, give feedback on each other’s essays and discuss their feedback with each other before handing them to their instructors. On the other hand, PTs in the control group received only teacher feedback on their essays. Data were collected by means of the Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) given at the beginning and end of the study and by means of interviews carried out with 20 experimental group PTs at the end of the term. Results of the quantitative data showed that the peer feedback group experienced significantly less writing anxiety than the teacher feedback group at the end of the study. The interview results revealed that the participating PTs benefited from the peer feedback process as with the feedback of their friends they became aware of their mistakes. Moreover, during the process they received opinions from their friends to elaborate on, and this collaboration helped them look at their essays from a different perspective.
Abstract (Original Language): 
Ana dili ,ngilizce ve/ya ,ngilizcenin ikinci dil olarak ögretildigi ortamlarda yapılan çalısmalar yazma kaygısının sadece ögrenci motivasyonu ve akademik basarısını degil, ögretmenlerin de yazma ögretimine yönelik tutumlarını ve yazma ögretiminde kullandıkları yöntemleri olumsuz yönde etkiledigini göstermektedir. Bu çalısma ikili ögrenci geri bildiriminin (peer feedback) Türk ,ngilizce aday ögretmenlerinin yazma kaygıları üzerine olan olası etkilerini arastırmayı amaçlamaktadır. Çalısmaya 86 ,ngilizce ögretmeni adayı katılmıstır. Sekiz hafta süren çalısma boyunca, ikili ögrenci geri bildirimi üzerine egitim verilen deney grubu aday ögretmenleri, ikili gruplar halinde çalısmıs, birbirlerinin yazdıkları komposizyonlara geribildirim vermis ve yazdıkları komposizyonları ögretmenlerine teslim etmeden önce verdikleri geribildirimleri birbirleriyle tartısmıslardır. Kontrol grubundaki ögretmen adayları ise yazdıkları komposizyonlara sadece ögretmenlerinden geribildirim almıslardır. Veriler, çalısma öncesi ve sonrasında uygulanan, Cheng (2004) tarafından gelistirilmis ‘,kinci Dilde Yazma Endisesini Ölçme Anketi’ (Second Language Writing Anxiety Inventory) ve yine çalısmanın sonrasında deney grubu ögrencilerinden tesadüfi örnekleme yöntemi ile seçilen 20 ögrenciyle yapılan mülakatlar ile toplanmıstır. Nicel verilerin sonuçları deney grubundaki ögrencilerin kontrol grubundaki ögrencilere göre çalısmanın sonunda istatistiksel açıdan anlamlı ölçüde daha düsük yazma kaygısı duyduklarını göstermistir. Nitel veriler ise ögretmen adaylarının çogunlugunun ikili ögrenci geri bildiriminden faydalandıklarını göstermistir. Ögretmen adayları arkadasları sayesinde yazılarındaki hataların farkında olduklarını, yazıları için arkadaslarının farklı fikirler verdiklerini ve yazılarına baska bir boyuttan bakmalarını sagladıklarını belirtmislerdir.
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