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dc.contributor.advisorAltay, İsmail Fırat
dc.contributor.authorCoşkun, Özge
dc.contributor.authorCoşkun, Özge
dc.date.accessioned2024-08-14T07:00:11Z
dc.date.issued2024
dc.date.submitted2024-06-27
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dc.identifier.urihttps://hdl.handle.net/11655/35480
dc.description.abstractThe primary purpose of this study was to investigate the relationship between direct teaching of culture in elementary writing lessons and development of intercultural awareness (ICA) among secondary school EFL learners at a Turkish state lower secondary school situated in the capital of Türkiye. The secondary purpose of the current study was to examine the attitudes from both student and teacher perspectives on developing ICA, focused on the writing skills sections of elementary EFL lessons. The sample consisted of fourteen secondary EFL teachers and 84 secondary EFL learners who were at sixth- (n=45) and eighth-graders (n=39) during the fall semester of 2021-2022 educational year. An adapted version of analytic writing rubric and semi-structured interview items as data collection tools were employed. The quantitative data were run via descriptive and inferential statistics while the qualitative data were analyzed through content analysis. The quantitative findings indicated that the experimental groups demonstrated a substantially superiority regarding ICA development over the control groups based on the achievement scores given to the written assignments in portfolios. Furthermore, between the experimental groups, it was revealed that the eighth-graders showed a slight superiority over the sixth-graders concerning ICA development in writing tasks. The qualitative findings illustrated that both in-service secondary EFL teachers and learners unearthed their general views and experiences about developing ICA and reflected a constructive attitude toward ICA-raising implementations in the pre-writing parts of EFL lessons. Bearing these results in mind, implications and suggestions were presented by addressing to teachers, students and other stakeholders.tr_TR
dc.language.isoentr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectintercultural awarenesstr_TR
dc.subjectyoung EFL learnerstr_TR
dc.subjectculture teachingtr_TR
dc.subjectassessment of writing skillstr_TR
dc.subjectsecondary EFL teacherstr_TR
dc.subject.lcshL- Eğitimtr_TR
dc.subject.lcshİngiliz dilitr_TR
dc.titleDeveloping Intercultural Awareness through Portfolio-Based Writing Activities in Turkish Secondary EFL Classroomstr_TR
dc.typeinfo:eu-repo/semantics/doctoralThesistr_TR
dc.description.ozetBu çalışmanın birincil amacı ortaokul YDİ öğrencileri arasında Türkiye’nin başkentinde bulunan Türk bir devlet ortaokulunda İngilizce yazma becerileri dersleri kapsamında doğrudan kültür öğretimi ile kültürlerarası farkındalık gelişimi arasındaki ilişkiyi araştırmaktır. Mevcut çalışmanın ikincil amacı ise yapılan sözlü mülakatlar sonucunda ortaokul YDİ derslerinin yazma becerileri bölümünde yoğunlaşmış kültürlerarası farkındalık gelişimi üzerindeki hem öğrenci hem de öğretmen bakış açısından tutumları incelemektir. Örneklem, 2021-2022 eğitim-öğretim yılı bahar dönemi içerisinde 45 altıncı ve 39 sekizinci sınıfa giden 84 öğrenci ve MEB ortaokullarında görev yapmakta olan on dört ortaokul İngilizce öğretmeninden oluşmaktadır. Öğrenciler için uyarlanmış analitik yazma rubriği ve hem öğrenci hem de öğretmen görüşleri için araştırmacı tarafından hazırlanan yarı-yapılandırılmış sözlü mülakat soruları kullanılmıştır. Nicel veriler betimleyici ve çıkarımsal istatistik aracılığıyla; nitel veriler ise içerik analizi yoluyla incelenmiştir. Nicel bulgular, portfolyolardaki yazılı ödevlere verilen başarı puanlarına göre deney gruplarının kültürlerarası farkındalık geliştirme konusunda kontrol gruplarına göre önemli ölçüde üstünlük sergilediğini göstermiştir. Deney grupları arasında ise, sekizinci sınıf deney grubunun altıncı sınıf deney grubuna portfolyo tabanlı yazma ödevlerinin başarı puanları açısından ufak bir üstünlük gösterdiği açığa çıkarılmıştır. Nitel bulgular ise hem ortaokul YDİ öğretmenlerinin hem de öğrencilerinin kültürlerarası farkındalığı geliştirme hususundaki genel görüşlerini ve deneyimlerini gün yüzüne çıkardığına ve YDİ derslerinin yazma öncesi bölümlerinde kültürlerarası farkındalığı arttırıcı uygulamalara yönelik yapıcı bir tutum yansıttıklarına işaret etmiştir. Sonuçlar göz önüne alınarak, öğretmen, öğrenci ve diğer paydaşlara seslenilerek çıkarımlar ve önerilerde bulunulmuştur.tr_TR
dc.contributor.departmentYabancı Diller Eğitimitr_TR
dc.embargo.termsAcik erisimtr_TR
dc.embargo.lift2024-08-14T07:00:11Z
dc.fundingYoktr_TR
dc.subtypelearning objecttr_TR
dc.subtypedatasettr_TR


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