| dc.contributor.advisor | Alagözlü, Nuray | |
| dc.contributor.author | Karakurt, Leyla | |
| dc.date.accessioned | 2018-10-30T12:43:11Z | |
| dc.date.available | 2018-10-30T12:43:11Z | |
| dc.date.issued | 2018 | |
| dc.date.submitted | 2018-05-25 | |
| dc.identifier.uri | http://hdl.handle.net/11655/5305 | |
| dc.description.abstract | This study aimed at developing a new instructional model for English as a Foreign
Language (EFL) learners taking grammar classes; to overcome the complexities
and difficulties of understanding language structures and their negative attitudes
towards it. Therefore, two randomly selected B1 level proficiency groups were taken
as the experimental and control groups in a higher education institution in Turkey.
A mixed-method study was conducted for seven weeks in School of Foreign
Languages at Başkent University during the spring semester of 2015-2016
academic year and Flipped Grammar Class Model was implemented to 20 students.
As a quantitative model, pre-test and post-test true experimental design was utilized.
The quantitative data collection tools were the grammar proficiency pre-test and
post-test, ICT literacy survey, and Flipped Grammar Class Attitude Questionnaire
while the qualitative data was gathered through a semi-structured follow-up
interview. Firstly, the grammar proficiency pre-test was applied to both groups and
the findings revealed that there is not a statistically significant difference in between.
After the treatment, the same test was applied to both groups to determine the
difference between and within the groups. For the analysis of the pre-test and posttest
results, independent and paired samples t-tests were conducted. The results
indicated the students in the experimental group outperformed that of the control
group. Also, the frequency analysis of the attitude questionnaire revealed that
almost all of the students hold positive attitudes towards the model, which was also
verified with the semi-structured interview. According to the findings, the Flipped
Grammar Class Model is more effective than traditional lecture-based instruction in
improving grammar proficiency. It is believed that Flipped Grammar Class Model
can be practiced in EFL and ESL contexts, which may overcome difficulties and
complexities of language structures together with the negative attitudes towards
learning English grammar. | tr_TR |
| dc.description.tableofcontents | Abstract ii
Öz iii
Acknowledgements iv
Table of Contents vi
List of Tables ix
List of Figures xi
Symbols and Abbreviations xii
Chapter 1 Introduction 1
Background of the Study 1
Statement of the Problem 5
Aim and Significance of the Study 7
Research Questions 10
Assumptions 11
Limitations 11
Definitions 11
Chapter 2 Literature Review 14
Foreign Language Teaching and Learning 14
Teaching and Learning English as a Foreign Language (EFL) 16
The Place of Language Learning 19
The Philosophical Background of Teaching Grammar 22
The Function of Grammar Teaching 30
Assessing Grammar 36
Technology in ELT 38
Blended Learning 41
Flipped Learning 54
Chapter 3 Methodology 71
Abstract ii
Öz iii
Acknowledgements iv
Table of Contents vi
List of Tables ix
List of Figures xi
Symbols and Abbreviations xii
Chapter 1 Introduction 1
Background of the Study 1
Statement of the Problem 5
Aim and Significance of the Study 7
Research Questions 10
Assumptions 11
Limitations 11
Definitions 11
Chapter 2 Literature Review 14
Foreign Language Teaching and Learning 14
Teaching and Learning English as a Foreign Language (EFL) 16
The Place of Language Learning 19
The Philosophical Background of Teaching Grammar 22
The Function of Grammar Teaching 30
Assessing Grammar 36
Technology in ELT 38
Blended Learning 41
Flipped Learning 54
Chapter 3 Methodology 71
Research Design 71
Setting and Participants 73
Data Collection 75
Data Analysis 98
Chapter 4 Findings 100
Findings on Information and Communication Technologies (ICT) Questionnaire 100
Findings on the Grammar Proficiency Pre-Test Scores of the Experimental and Control Groups 105
Findings on the Grammar Proficiency Post-Test Scores of the Experimental and Control Groups 106
Findings on Grammar Proficiency Pre-Test and Post-Test Results of the Experimental Group 107
Findings on Grammar Proficiency Pre-Test and Post-Test Results of the Control Group 108
Findings on Flipped Grammar Class Attitudes Survey 109
Chapter 5 Discussion, Conclusion, and Suggestions 123
An Overview of the Study 123
Discussion of the Results 125
Conclusion 128
Suggestions and Implications 131
References 134
APPENDIX-A: CEFR Common Reference Levels 161
APPENDIX-B: Flipped Grammar Class Syllabus 162
APPENDIX-C: Stop & Check Test 165
APPENDIX-D: Exit Test 172
APPENDIX-E: Grammar Proficiency Pre-Test 175
APPENDIX-F: Grammar Proficiency Post-Test 180
Abstract ii
Öz iii
Acknowledgements iv
Table of Contents vi
List of Tables ix
List of Figures xi
Symbols and Abbreviations xii
Chapter 1 Introduction 1
Background of the Study 1
Statement of the Problem 5
Aim and Significance of the Study 7
Research Questions 10
Assumptions 11
Limitations 11
Definitions 11
Chapter 2 Literature Review 14
Foreign Language Teaching and Learning 14
Teaching and Learning English as a Foreign Language (EFL) 16
The Place of Language Learning 19
The Philosophical Background of Teaching Grammar 22
The Function of Grammar Teaching 30
Assessing Grammar 36
Technology in ELT 38
Blended Learning 41
Flipped Learning 54
Chapter 3 Methodology 71
Research Design 71
Setting and Participants 73
Data Collection 75
Data Analysis 98
Chapter 4 Findings 100
Findings on Information and Communication Technologies (ICT) Questionnaire 100
Findings on the Grammar Proficiency Pre-Test Scores of the Experimental and Control Groups 105
Findings on the Grammar Proficiency Post-Test Scores of the Experimental and Control Groups 106
Findings on Grammar Proficiency Pre-Test and Post-Test Results of the Experimental Group 107
Findings on Grammar Proficiency Pre-Test and Post-Test Results of the Control Group 108
Findings on Flipped Grammar Class Attitudes Survey 109
Chapter 5 Discussion, Conclusion, and Suggestions 123
An Overview of the Study 123
Discussion of the Results 125
Conclusion 128
Suggestions and Implications 131
References 134
APPENDIX-A: CEFR Common Reference Levels 161
APPENDIX-B: Flipped Grammar Class Syllabus 162
APPENDIX-C: Stop & Check Test 165
APPENDIX-D: Exit Test 172
APPENDIX-E: Grammar Proficiency Pre-Test 175
APPENDIX-F: Grammar Proficiency Post-Test 180
APPENDIX-G: The Proficiency Test Results of Experimental and Control Groups 185
APPENDIX-H: Information and Communications Technologies (ICT) Literacy Survey 186
APPENDIX-I: Flipped Grammar Class Attitude Questionnaire 188
APPENDIX-J: Statistical Analysis of The Flipped Writing Class Attitude Questionnaire 190
APPENDIX-K: Interview Questions on Flipped Grammar Class 192
APPENDIX-L: Presentation on Flipped Grammar Course 193
APPENDIX-M: Images of Video Lectures On Youtube 197
APPENDIX-N: Ethics Committee Approval 204
APPENDIX O: Declaration of Ethical Conduct 205
APPENDIX-P: Thesis Originality Report 206
APPENDIX-Q: Yayımlama ve Fikrî Mülkiyet Hakları Beyanı 207 | tr_TR |
| dc.language.iso | en | tr_TR |
| dc.publisher | Eğitim Bilimleri Enstitüsü | tr_TR |
| dc.rights | info:eu-repo/semantics/restrictedAccess | tr_TR |
| dc.subject | Yabancı Dil Öğrenimi | |
| dc.subject | Tersten Yapılandırılmış Öğrenme | |
| dc.subject | Tersten Yapılandırılmış Dilbilgisi Sınıfı | |
| dc.subject | Harmanlanmış Öğrenme | |
| dc.subject | Web Temelli Öğretim | |
| dc.title | Flipped and Blended Grammar Instruction for B1 Level EFL Classes at Tertiary Education | eng |
| dc.type | info:eu-repo/semantics/masterThesis | tr_TR |
| dc.description.ozet | Bu çalışma, yabancı dil olarak İngilizce öğrenen ve gramer dersi alan öğrencilerin dil yapılarının zorluğu ve karmaşasıyla başa çıkması ve gramer öğrenmeye yönelik negatif tutumlarını değiştirmesi için onlara yeni bir öğretim modeli geliştirmeyi amaçlamaktadır. Bu sebeple, Türkiye’deki bir yükseköğretim kurumunda, rastgele seçilmiş iki B1 seviyesi dil yeterlik grubu, deney ve kontrol grubu olarak çalışmaya alınmıştır. Karma yöntemli bu çalışma, Başkent Üniversitesi Yabancı Diller Yüksekokulu’nda 2015-2016 bahar döneminde Ters-yüz edilmiş Gramer Modeli kullanılarak 20 öğrenciye yedi hafta boyunca uygulanmıştır. Araştırma modeli olarak öntest-sontest kontrol gruplu gerçek deneme modeli kullanılmıştır. Karma araştırma yöntemi esas alınmış; nicel veri toplama araçları olarak gramer bilgisi ölçen öntest ve sontest, bilgi ve iletişim teknolojileri okuryazarlığı anketi ve tersten yapılandırılmış gramer sınıfı tutum ölçeği kullanılmıştır. Nitel veri toplama aracı olarak ise, yarı yapılandırılmış görüşme tekniği kullanılmıştır. Öncelikle, her iki gruba öntest uygulanmış ve sonuçlara göre iki grup arasında istatistiksel olarak anlamlı farkın olmadığı bulunmuştur. Deney sonrasında, gruplararası ve grup içi değişimi belirleyebilmek için iki gruba da ilk verilen test tekrar uygulanmıştır. Öntest ve sontest sonuçlarının analizinde bağımsız ve eşleştirilmiş örneklem t- testi uygulanmıştır. Sonuçlara göre, deney grubu öğrencileri uygulamadan sonra kontrol grubundaki öğrencilere kıyasla daha iyi performans sergilemişlerdir. Ayrıca, tutum ölçeğinin frekans analizleri, öğrencilerin büyük bir çoğunluğunun yeni uygulamaya karşı olumlu tutum geliştirdiğini göstermiştir ve bu sonuçların araştırmanın nitel kısmını oluşturan yarı yapılanmış görüşme sonuçlarıyla da örtüştüğü görülmüştür. Bulgulara göre, tersten yapılandırılmış dilbilgisi sınıfı modelinin öğrencilerin dilbilgisi edinimi açısından geleneksel ders anlatımına dayalı öğretim şeklinden daha etkili olduğunu göstermiştir. Tersten yapılandırılmış dilbilgisi sınıfı modelinin, yabancı veya ikinci dil bağlamında kullanılarak dilbilgisi öğrenmedeki zorluk, karmaşa ve bu beceriye yönelik olumsuz tutumlara bir çözüm olabileceği düşünülmektedir. | tr_TR |
| dc.contributor.department | Yabancı Diller Eğitimi | tr_TR |
| dc.contributor.authorID | 239896 | tr_TR |
