Farklılaştırılmış Öğretimin Yabancı Dil Olarak İngilizce Öğrenme Üzerindeki Etkisi: Bir Meta-Analiz Çalışması

Murat Salman; Cenk Akay

doi:10.30703/cije.1624608

TR EN

Farklılaştırılmış Öğretimin Yabancı Dil Olarak İngilizce Öğrenme Üzerindeki Etkisi: Bir Meta-Analiz Çalışması

Öz

Araştırmanın amacı, farklılaştırılmış öğretim uygulamalarının yabancı dil olarak İngilizce (EFL) öğrenme başarısı üzerindeki etkisini incelemektir. Bu amaç doğrultusunda, farklılaştırılmış öğretimin deney ve kontrol gruplarının İngilizce öğrenme başarısı üzerindeki etkisini araştıran deneysel çalışmalar seçilmiştir. Bu çalışmalardan elde edilen nicel veriler kullanılarak her çalışmanın etki büyüklüğü hesaplanmıştır. Genel etki büyüklüğünü hesaplamak için eğitim bilimlerinde sıkça kullanılan meta-analiz yöntemi belirlenmiştir. Meta-analiz kapsamında ilgili araştırmalara ulaşabilmek için Scopus, Science Direct, ERIC, Taylor & Francis, JSTOR, SAGE, SpringerLink ve Google Scholar veri tabanları kullanılmıştır. Anahtar kelimeler bu veri tabanlarına girilerek, 2014-2024 yılları arasında yayınlanmış konu ile ilgili 334 çalışma elde edilmiş ve incelenmiştir. Yapılan inceleme sonucunda, dahil etme kriterlerini karşılayan 18 deneysel makale belirlenmiş ve bu meta-analiz çalışmaya dahil edilmiştir. Araştırmada moderatör olarak dil becerisi, eğitim kademesi, bölge, deney süresi ve örneklem büyüklüğü belirlenmiştir. Araştırmanın sonuçları, farklılaştırılmış öğretim uygulamalarının İngilizce öğrenme başarısı üzerinde deney grubu lehine oldukça büyük düzeyde bir etkiye (d=1.584) sahip olduğunu göstermiştir. Yapılan moderatör analizi sonucu; çalışma için belirlenen dil becerisinin (okuma, dinleme, gramer, karma), çalışma grubunun eğitim kademesinin (ilkokul, ortaokul, lise, üniversite, karma), çalışma süresinin (1-9 hafta, 10 hafta ve üzeri), çalışmanın yapıldığı bölgenin (Asya, Afrika) ve örneklem büyüklüğünün (50’ye kadar, 50 ve üstü) farklılaştırılmış öğretim uygulamalarının EFL başarısı üzerindeki etki büyüklüğünü değiştirdiğini ortaya koymuştur.

Anahtar Kelimeler

The Effects of Differentiated Instruction (DI) on EFL Learning: A Meta-Analysis Study

Abstract

The aim of this study is to examine the effect of differentiated instruction (DI) practices on EFL learning achievement. In accordance with this purpose, experimental studies investigating the effect of DI on EFL learning achievement of experimental and control groups were selected. The effect size of each study was calculated using the quantitative data obtained from these studies. In order to calculate the overall effect size, the meta-analysis method frequently used in educational sciences was determined. Scopus, Science Direct, ERIC, Taylor & Francis, JSTOR, SAGE, SpringerLink and Google Scholar databases were used to access the relevant studies within the scope of meta-analysis. By entering keywords into these databases, 334 studies on the subject published between 2014 and 2024 were obtained and analyzed. As a result of the review, 18 experimental articles that met the inclusion criteria were chosen and included in this meta-analysis. Language skill, education level, region, duration and sample of the studies were determined as moderators. The results showed that DI practices had a significant effect on EFL learning achievement in favor of the experimental group (d=1.584). Also, the results of the moderator analysis revealed that the language skill (reading, listening, grammar, mixed), education level of the study groups (primary school, secondary school, high school, university, mixed), the duration of the studies (1-9 weeks, 10 weeks or more), the region (Asia, Africa) and the sample sizes (over 50, up to 50) changed the effect size of DI on EFL learning achievement.

Keywords

Kaynakça

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Ayrıntılar

Birincil Dil

Türkçe

Konular

Öğretim Tasarımı

Bölüm

Araştırma Makalesi

Yazarlar

Murat Salman ^*
0000-0001-6879-2815
Türkiye

Cenk Akay
0000-0001-9892-6255
Türkiye

Erken Görünüm Tarihi

25 Kasım 2025

Yayımlanma Tarihi

22 Aralık 2025

Gönderilme Tarihi

22 Ocak 2025

Kabul Tarihi

7 Nisan 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 14 Sayı: 4

DOI

https://doi.org/10.30703/cije.1624608

IZ

https://izlik.org/JA86FC45EF

Kaynak Göster

RIS / Bibtex

APA

Salman, M., & Akay, C. (2025). Farklılaştırılmış Öğretimin Yabancı Dil Olarak İngilizce Öğrenme Üzerindeki Etkisi: Bir Meta-Analiz Çalışması. Cumhuriyet Uluslararası Eğitim Dergisi, 14(4), 797-810. https://doi.org/10.30703/cije.1624608