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2018, Cilt 8, Sayı 1, Sayfa(lar) 082-094
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DOI: 10.5961/jhes.2018.250
The Effects of Understanding by Design (UbD) Model enriched with Model of Motivational Design on the Students’ Speaking Skills and Motivation in English: A Design Based Research
Arzu ARSLAN BUYRUK1, Polat ERDOĞAN2, Ceyda ÇAVUŞOĞLU DEVECİ3, Banu YÜCEL TOY4
1Istanbul Sabahattin Zaim University, Faculty of Education, Department of Educational Sciences, Istanbul, Turkey
2Istanbul Sabahattin Zaim University, School of Languages, Istanbul, Turkey
3Istanbul Medeniyet University, Faculty of Education, Department of Educational Sciences, Istanbul, Turkey
4Yıldız Technical University, Faculty of Education, Department of Educational Sciences, Istanbul, Turkey
Keywords: English speaking skills, Understanding by design, Model of motivational design, ARCS Motivation Model, Preparatory school students

In this study, “understanding by design” model combined with model of motivational design was used to improve English-speaking skills of university preparatory school students and to increase their motivation. By using the design-based approach, the performance of students’ speaking skills was evaluated with different techniques in three cycles. The mixed method, in which the qualitative method dominated, was used in the study. The researcher observation form and student reflection report were used throughout each cycle. In the first cycle, presentation activity was done and it was found that word knowledge was effective in speaking. A peer form, an observation form and reflection reports of the students were used as data collection tools. However, because of students’ poor performance at some points in the presentation activity, it was supported by a debate activity in the second cycle. In this regard, students thought that it was useful for them to speak fluently and be active in the classroom. The observation form and reflection reports of students were used as data collection tools. In the third cycle, ‘role-play activity’ was used by taking account of its effectiveness with smaller groups and extra time. A peer form, an observation form and reflection reports of the students were used as data collection tools. At the end of the design, the focus group and individual interviews were made with the students. Finally, the data which was obtained from teachers’ and students’ views showed that the design increased motivation and improved students’ speaking skills.

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