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    Öğe
    A study on the attitudes of Çanakkale Onsekiz Mart Univeristy prep class students' towards cooperative writing activites and effects of these activities on students success
    (Çanakkale Onsekiz Mart Üniversitesi, 2011) Erkol, Kemal; Erten, İsmail Hakkı
    Bu çalışma Çanakkale Onsekiz Mart Üniveristesi Yabancı Diller Yüksek Okulu Hazırlık Sınıfı öğrencilerinin yazma derslerindeki işbirlikçi öğrenme metodları ile başarı seviyelerin ölçmek için yapılmıştır.Bu çalışmada yarı deneysel bir tasarım kullanılmıştır. Geleneksel yöntemler ile işbirlikçi yöntem arasındaki farkı bulabilmek için araştırmacı iki denk grubu seçmiştir. Bu çalışmaya 46 öğrenci katılmıştır. Bu öğrenciler hazırlık atlama sınavındaki notlara gore seçilmişlerdir. T test sonuçlarına gore bu iki grupta denktir. Veriler yazma dersi süresince toplanmış ve SPSS veri işleme program kullanılarak çözümlenmiştir.Bu çalışma ortaya koymuşturki işbirlikçi çalışan öğrenciler daha başarılı olmuşlardır. Post test sonuçlarına bakarak işbirlikçi öğrenme yönteminin öğrencileirn öğrenmeleri üzereinde olumlu bir etkisi olmuştur ve deney grubu control grubundan daha başarılı olmuştur. Parağraf unsurları için ise deney grubu paragraf organizasyonu konusunda control grubundan daha iyi sonuçlar elde etmiştir.Keywords: Yazma süreci , İşbirlikçi öğrenme
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    Öğe
    Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach
    (SAGE Publications, Early Access) Karataş, Nur Başak; Özemir, Oya; Lovelett, Jarrett T.; Demir, Bora; Erkol, Kemal; Verissimo, Joao
    We investigated whether learning and retaining vocabulary in a second language (L2) can be improved by leveraging a combination of memory enhancement techniques. Specifically, we tested whether combining retrieval practice, spacing, and related manipulations in a ‘multidomain’ pedagogical approach enhances vocabulary acquisition as compared to a typical learning approach. In a classroom-laboratory design, 48 Turkish university students studying L2 English were trained on 64 English words over 17 days. They were assigned to either a ‘typical’ study regimen of (re)studying the words on the first day (initial study) and last day (cramming) of training, or an ‘optimized’ regimen of retrieval practice (retrieving the words), moreover with feedback, spaced throughout the period, moreover with expanding gaps. The target words were tested before training (pre-test) and one and 11 days afterwards (post-tests). Mixed-effects modeling revealed a training-group by test-session interaction, due to greater improvements from optimized training (a striking 18 percentage-point accuracy increase from pre-test to both post-tests) than typical training (an 8 percentage-point increase). Further analyses showed that the optimized training advantages were mainly driven by high (rather than low) frequency words. Overall, the results suggest that a multidomain approach of combining different memory enhancement techniques can lead to substantial gains in both the learning and retention of L2 words, as compared to a typical study pattern. The findings have implications for L2 learning and pedagogy.
  • Küçük Resim
    Öğe
    Using Word Processor a s a Tool to Enhance the Teaching of Writing in a Turkish EFL Context: An Action Research
    (Çanakkale Onsekiz Mart Üniversitesi, 2015) Yılmaz, Cevdet; Erkol, Kemal
    The present study attempted to explore the effects of using word processor as opposed to the traditional paper and pencil on the development of Turkish EFL learners’ performance in essay writing. Being an action research in nature, the main task in this study was to identify the progressive changes on writing brought about by the introduction of word processing. The sample of the study consisted of two groups: the experimental group which engaged in writing via word processor, and the control group which studied the same skill through the handwritten method. Several computer-based activities included checking errors, checking grammar and using word count to facilitate student writing in the experimental group. It was found that the participants in the experimental group outperformed those in the control group, suggesting that the implementation of word processor in writing helped improve students’ performance in writing in comparison with that of the handwritten method. Moreover, the results derived from the questionnaire indicated that word processing served as a tool for assisting learners in developing positive attitudes towards writing. The pedagogical implications for the study suggest that tailoring the writing instruction with computer to students’ writing needs will lead to better learning outcomes in writing.