The Effects of Implicit Critical Thinking Feedback on EFL Learners L2 Writing Performance

Tuba Demirkol; Hakan Demiröz

doi:10.30703/cije.1194124

TR EN

Örtük Eleştirel Düşünme Geri Dönütünün YDİ Öğrenicilerinin Yazma Performansına Etkileri

Öz

Bu çalışmada eleştirel düşünme (ED) temelli geri dönüt sürecinin yabancı dil olarak İngilizce (YDİ) öğrenicilerinin ikinci dilde yazma becerilerinin gelişimine etkisi incelenmektedir. Araştırmada, araştırmacılar ED'yi örtük öğretmek için infüzyon yaklaşımı ve yerleştirme yaklaşımlarını birlikte uygulamışlardır ve bunların etkisini ED geri dönütü içermeyen bir durum ile karşılaştırmışlardır. Açık ED öğretimi daha önceki çalışmalarda incelenmiş olsa da ikinci dilde yazmada verilen birebir geribildirim seansları sırasında ED'nin örtük bir yaklaşımla öğretimini inceleyen başka bir çalışma bulunmamaktadır. Katılımcılar Türkiye'de İngilizce eğitim verilen bir devlet üniversitesinin hazırlık sınıfına kayıtlı B1+ düzeyinde YDİ öğrenen (n=12) öğrenicilerdir. Bulgular ED öğretiminin deney grubunda bulunan katılımcıların (n= 6) ikinci dilde yazma performanslarında önemli bir farklılığa neden olmadığını göstermiştir. Fakat, deney grubu ile yapılan mülakatlar bu grupta bulunan katılımcıların kontrol grubundaki (n= 6) akranlarına göre ikinci dilde yazmada ED kavramı ile ilgili daha yüksek farkındalığa sahip olduklarını göstermektedir. Bu çalışma, ED-odaklı geri dönüt sürecinin YDİ öğrenicilerinin ikinci dilde yazarken ED kavramına dair farkındalıklarını artırmada olumlu sonuçlar ortaya çıkarmasına rağmen ikinci dilde yazmada öğrenicilerin ED'yi içselleştirme ve uygulamalarına yardımcı olmak için ED öğretiminde daha uzun süreli açık öğretim yöntemlerine ihtiyaç duyulduğunu önermektedir.

Anahtar Kelimeler

The Effects of Implicit Critical Thinking Feedback on EFL Learners L2 Writing Performance

Abstract

This paper investigates the influence of implicit critical thinking (CT) feedback on the development of second language (L2) writing skill of EFL learners. For the study, the researchers employed a combination of an infusion approach and an immersion approach to CT feedback with an effort to teach CT implicitly and compared its influence with a no-CT feedback condition. Though explicit CT instruction has been investigated by previous studies, no study has employed an implicit approach to CT in L2 writing through one-to-one feedback sessions. The participants were B1+ EFL learners (n=12) enrolled in the preparatory program of an English-medium-instruction state university in Türkiye. The results showed no significant difference in improving experimental group participants’ (n= 6) CT in their L2 writing performance. Yet, the interviews conducted with the experimental group participants indicated a higher awareness of the concept of CT in L2 writing in comparison to their peers from the control group (n= 6). Thus, this paper suggests that though CT-oriented feedback given to EFL learners’ L2 writings yield positive results in rising their awareness of CT concept in L2 writing, longer-term instructional methods that give explicit training on CT are needed for helping learners to internalize and apply CT in their L2 writing.

Keywords

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Tuba Demirkol
0000-0002-2735-8198
Türkiye

Hakan Demiröz ^*
0000-0003-2413-5383
Türkiye

Yayımlanma Tarihi

25 Haziran 2023

Gönderilme Tarihi

25 Ekim 2022

Kabul Tarihi

28 Nisan 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 12 Sayı: 2

DOI

https://doi.org/10.30703/cije.1194124

IZ

https://izlik.org/JA39NC67TR

Kaynak Göster

RIS / Bibtex

APA

Demirkol, T., & Demiröz, H. (2023). The Effects of Implicit Critical Thinking Feedback on EFL Learners L2 Writing Performance. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 352-363. https://doi.org/10.30703/cije.1194124

Cited By

Empowering Thai EFL Learners as Critical Thinkers and Skilled Writers: A Genre-Based Approach with Critical Pedagogy

rEFLections

https://doi.org/10.61508/refl.v32i1.280405