KaydedilenlerDerginizi ekleyin

Dergiler / Dil Eğitimi ve Araştırmaları Dergisi / 2024 / Cilt: 10 Sayı: 2

Yaratıcı Hikaye Yazmanın İngilizce Öğrenenlerin Kelime Öğrenimi ve Kalıcılığı Üzerindeki Etkileri

The Effects of Creative Story Writing on EFL Learners’ Vocabulary Learning and Retention

Havva Nur Bozdoğan(ONDOKUZ MAYIS ÜNİVERSİTESİ)0009-0000-9151-1268
Emrah Ekmekçi(Ondokuz Mayıs Üniversitesi)0000-0001-5585-8512
Sayfa
514–535
Yayın Tarihi
2024-10-29
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Ayrıca çalışmada, ELT, ESL öğrencileri, öğretmenler ve ders kitabı yazarları için çbazı önerilerde de bulunulmaktadır.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Bu çalışmanın amacı, yaratıcı hikâye yazımının hazırlık sınıfı öğrencilerinin kelime hatırlamaları üzerindeki etkisini belirlemek ve öğrencilerin kelime öğrenme ve ezberleme açısından hikâye yazma görevlerine ilişkin algılarını tespit etmektir.
📊
Temel Bulgular & Veri:Çalışma, 34 orta düzey hazırlık okulu öğrencisi ile 8 hafta sürmüş ve karma yöntem deseni kullanılmıştır.
💡
Sonuç & Katkı:Ayrıca çalışmada, ELT, ESL öğrencileri, öğretmenler ve ders kitabı yazarları için çbazı önerilerde de bulunulmaktadır.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Yaratıcı öykü yazımı · kelime öğrenimi · kalıcılık

Özet

Bu çalışmanın amacı, yaratıcı hikâye yazımının hazırlık sınıfı öğrencilerinin kelime hatırlamaları üzerindeki etkisini belirlemek ve öğrencilerin kelime öğrenme ve ezberleme açısından hikâye yazma görevlerine ilişkin algılarını tespit etmektir. Çalışma, 34 orta düzey hazırlık okulu öğrencisi ile 8 hafta sürmüş ve karma yöntem deseni kullanılmıştır. Bağımsız örneklem t-testlerinin (ön ve son testler için) ve eşleştirilmiş örneklem t-testlerinin (ön, son ve gecikmeli testler için) analizi, yaratıcı hikaye yazmanın öğrencilerin kelime öğrenimini ve hatırlamasını etkili bir şekilde geliştirdiğini göstermiştir. Öğrencilerin yazılı geribildirimleri, yaratıcı hikaye yazmanın, bağlam içinde, daha yüksek bir katılım yüküyle, akılda tutmaya yardımcı olan yazma eylemiyle kelime öğrenmeyi sağladığı ve aynı zamanda bu kelimelerin nerede, ne zaman ve nasıl kullanılacağına ilişkin çeşitli faydalarını gördüklerini göstermiştir. Ayrıca çalışmada, ELT, ESL öğrencileri, öğretmenler ve ders kitabı yazarları için çbazı önerilerde de bulunulmaktadır.

Abstract

This study aimed to determine the effect of creative story writing on prep school students' vocabulary recall and find the students' perceptions related to story writing tasks in terms of vocabulary learning and memorization. The study lasted 8 weeks with 34 intermediate prep school students, utilizing a mixed methods design. The analysis of independent-sample t-tests (for pre- and post-tests) and paired-sample t-tests (for the pre, post-, and delayed tests) indicated that creative story writing effectively improved students' vocabulary learning and recall. The written reflections of students also showed that the students reported the benefits of creative story writing in that it provides learning vocabulary in context, with a higher involvement load, with the act of writing that helps retention and also relates to pragmatics that caters to where, when and how to use that vocabulary. We offer implications for ELT, ESL learners, teachers, and course book writers.

🔖

Bu Makaleye Atıf Yap

Bozdoğan, H. N., Ekmekçi, E. (2024). Yaratıcı Hikaye Yazmanın İngilizce Öğrenenlerin Kelime Öğrenimi ve Kalıcılığı Üzerindeki Etkileri. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 10 Sayı: 2, 514–535. https://doi.org/10.31464/jlere.1441076

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (64)

  1. Aghajanzadeh Kiasi, G., & Pourhosein Gilakjani, A. (2023). The effects of definitional, sentential, and textual vocabulary learning strategies on Iranian EFL learners’ vocabulary learning and retention. Reading & Writing Quarterly, 39(2), 155-172. https://doi.org/10.1080/10573569.2022.2073575
  2. Ata, M. (2023). A comparison of the impact of intentional and incidental learning on vocabulary and understanding comprehension text. ISPEC International Journal of Social Sciences & Humanities, 7(3), 798-806. http://doi.org/10.5281/zenodo.841882
  3. Baicheng, Z. (2009). Do example sentences work in direct vocabulary learning? Issues in Educational Research, 19(2), 175-189. http://www.iier.org.au/iier19/zhang.html
  4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  5. Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 37(2), 200-208. https://doi.org/10.1111/j.1944-9720.2004.tb02193.x
  6. Barcroft, J. (2006). Can writing a word detract from learning it? More negative effects of forced output during vocabulary learning. Second Language Research, 22, 487–497. https://doi.org/10.1191/0267658306sr276oa
  7. Barcroft, J. (2007). Effects of word and fragment writing during L2 vocabulary learning. Foreign Language Annals, 40(4), 713–726. https://doi.org/10.1111/j.1944-9720.2007.tb02889.x
  8. Boroughani, T., Xodabande, I., & Karimpour, S. (2023). Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development. Discover Education, 2(1), 5. | https://doi.org/10.1007/s44217-023-00028-z
  9. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  10. Citrayasa, V., Marsella, E., & Nernere, M. S. (2022). Strategies of vocabulary learning employed by low-frequency-word level students in international class. Journal on English as a Foreign Language, 12(1), 97-116. https://doi.org/10.23971/jefl.v12i1.3535
  11. Chang, Y., Li, B., & Lu, J. (2021). English vocabulary teaching from a cognitive perspective. Open Access Library Journal, 8(9), 1-8. https://doi.org/10.4236/oalib.1107777
  12. Creswell, J. W. (2014). Qualitative, quantitative and mixed methods approaches. Sage publications.
  13. Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.
  14. Ekman, J., & Saleh, N. (2023). Incidental Vocabulary Learning in EFL Through Reading, Listening, and Watching. [Unpublished student project]. Malmö Universitet.
  15. Feng, T. (2014). Involvement load in translation tasks and EFL vocabulary learning. The New English Teacher, 9(1), 83-101. Retrieved May 1, 2024, from http://www.assumptionjournal.au.edu/index.php/newEnglishTeacher/article/view/508/712
  16. Folse, K. S. (1999). The effect of type of written guage vocabulary retention. [Unpublished doctoral dissertation]. University of South Florida.
  17. Haastrup, K. (1991). Lexical inferencing procedures, or, talking about words: Receptive procedures in foreign language learning with special reference to English. Gunter Narr Verlag.
  18. Hazrat, M., & Read, J. (2022). Enhancing the involvement load hypothesis as a tool for classroom vocabulary research. Tesol Quarterly, 56(1), 387-400. https://doi.org/10.1002/tesq.3051
  19. Hu, H. C. M., & Nassaji, H. (2016). Effective vocabulary learning tasks: Involvement load hypothesis versus technique feature analysis. System, 56, 28-39. http://dx.doi.org/10.1016/j.system.2015.11.001
  20. Hulstijn, J. (1998). There is no learning without attention. Paper presented at the annual meeting of the American Association of Applied Linguistics, Seattle, WA
  21. Javanbakht, Z. O. (2011). The impact of tasks on male Iranian elementary EFL learnersʼ incidental vocabulary learning. Language Education in Asia, 2, 28–42. http://dx.doi.org/10.5746/LEiA/11/V2/I1/A03/Javanbakht
  22. Jin, Z., & Webb, S. (2021). Does writing words in notes contribute to vocabulary learning?. Language Teaching Research. https://doi.org/10.1177/13621688211062184
  23. Keating, G. D. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12, 365– 386. https://doi.org/10.1177/1362168808089922
  24. Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58, 285–325. https://doi.org/10.1111/j.1467-9922.2008.00442.x
  25. Kost, C., Foss, P., & Lenzini, J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32(1), 89–97. https://doi.org/10.1111/j.1944-9720.1999.tb02378.x
  26. Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73, 440-464. Retrieved May 1, 2024, from https://www.jstor.org/stable/326879
  27. Laufer, B., & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it?. RELC journal, 28(1), 89-108. https://doi.org/10.1177/003368829702800106
  28. Laufer, B. (1998). The development of passive and active vocabulary: Same or different? Applied Linguistics, 19, 255–271. https://doi.org/10.1093/applin/19.2.255
  29. Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22, 1-26. https://doi.org/10.1093/applin/22.1.1
  30. Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59, 567–587. https://doi.org/10.3138/cmlr.59.4.567
  31. Lin, L. H. (2023). Assessing the Role of Vocabulary Knowledge in Developing EFL Learners' Writing Skills: Implications for Intentional and Incidental Vocabulary Learning. Asian Journal of English Language Teaching, 32(1), 105-130. Retrieved May 1, 2024, from https://cup.cuhk.edu.hk/image/catalog/journal/jpreview/AJELT32(1)_105-130_full.pdf
  32. Lindstromberg, S., & Boers, F. (2008). The mnemonic effect of noticing alliteration in lexical chunks. Applied Linguistics, 29(2), 200-222. https://doi.org/10.1093/applin/amn007
  33. Llach, M. P. A. (2009). The effect of reading only, reading and comprehension, and sentence writing in lexical learning in a foreign language: Some preliminary results. RESLA, 22, 9–33. Retrieved May 1, 2024, from https://dialnet.unirioja.es/servlet/articulo?codigo=3138255
  34. Lo, S. (2024). Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy. ReCALL, 36(2), 152–167. https://doi.org/10.1017/S0958344024000053
  35. Matthews, J., Milliner, B., & McLean, S. (2023). Can Learners Understand Words with Derivational Affixes and Does Presence of Context Make a Difference? RELC Journal, 0(0). https://doi.org/10.1177/00336882231222034
  36. McCarthy, M. (1990). Vocabulary. Oxford University Press.
  37. McVeigh, J., & Bixby, J. (2020). Q: Skills for Success 2 reading and writing. 3rd Ed. Oxford University Press.
  38. Msaddek, M. (2024). Unraveling the use of cognitive and metacognitive learning strategies among moroccan efl first-semester university learners. European Journal of English Language Teaching, 9(1), 141-163. http://dx.doi.org/10.46827/ejel.v9i1.5330
  39. Nation, P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27(1), 136-145. https://doi.org/10125/66705
  40. Nation, P. (2021). Is it worth teaching vocabulary?. TESOL journal, 12(4), e564. https://doi.org/10.1002/tesj.564
  41. Nation, P., & Meara, P. (2010). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 34-52). Hodder Education.
  42. Newman, R. S. (2023). Adaptive help seeking: A strategy of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 283–301). Lawrence Erlbaum Associates, Inc. https://doi.org/10.4324/9780203763353
  43. Oxford, R., & Scarcella, R. C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22, 231-243. https://doi.org/10.1016/0346-251X(94)90059-0
  44. Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function of proficiency. The modern language journal, 80(4), 478-493. https://doi.org/10.1111/j.1540-4781.1996.tb05468.x
  45. Jafari, S., Izadpanah, S., & Rahmani, R. (2018). The Effect of Task-induced Involvement Load on Unfamiliar L2‎ Vocabulary Learning: Sentence Writing, Summary Writing, Imaginary‎ Story Writing and Creative Sentence Writing. Applied Research on English Language, 7(1), 67-88. https://doi.org/10.22108/are.2018.106950.1183
  46. Rassaei, E. (2017). Effects of three forms of reading-based output activity on L2 vocabulary learning. Language Teaching Research, 21(1) 76– 95. https://doi.org/10.1177/1362168815606160
  47. Rassaei, E., & Folse, K. (2024). Effects of L1 and L2 word-level vs. L2 sentence-level glosses on vocabulary learning. System, 122, 103273. https://doi.org/10.1016/j.system.2024.103273
  48. Qian, D. D. (1996). ESL vocabulary acquisition: Contextualization and decontextualization. Canadian Modern Language Review, 53(1), 120-142. https://doi.org/10.3138/cmlr.53.1.120
  49. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. https://doi.org/10.1093/applin/11.2.129
  50. Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12, 329–363. https://doi.org/10.1177/1362168808089921
  51. Tai, T. Y., Chen, H. H. J., & Todd, G. (2022). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 35(4), 892-917. https://doi.org/10.1080/09588221.2020.1752735
  52. Tahmasbi, M., & Farvardin, M. T. (2017). Probing the effects of task types on EFL learners’ receptive and productive vocabulary knowledge: The case of involvement load hypothesis. Sage Open, 7(3). https://doi.org/10.1177/2158244017730596
  53. Teng, M. F. (2023). Exploring self-regulated vocabulary learning strategies, proficiency, working memory and vocabulary learning through word-focused exercises. The Language Learning Journal, 1-18. https://doi.org/10.1080/09571736.2023.2267575
  54. Teng, M. F., & Zhang, D. (2024). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research, 28(2), 531-555. https://doi.org/10.1177/13621688211008798
  55. Ünal, B. (2023). Glossing and incidental vocabulary learning in L2 reading: A cognitive load perspective. International Review of Applied Linguistics in Language Teaching, 61(2), 601-629. https://doi.org/10.1515/iral-2020-0164
  56. Vu, D. V., & Peters, E. (2021). Vocabulary in English language learning, teaching, and testing in Vietnam: A review. Education Sciences, 11(9), 563. https://doi.org/10.3390/educsci11090563
  57. Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27, 33–52. https://doi.org/10.1017/S0272263105050023
  58. Webb, S. (2007). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research, 11, 63–81. https://doi.org/10.1177/1362168806072463
  59. Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second language acquisition, 30(1), 79-95. https://doi.org/10.1017/S0272263108080042
  60. Yanagisawa, A., & Webb, S. (2022). Involvement load hypothesis plus: Creating an improved predictive model of incidental vocabulary learning. Studies in Second Language Acquisition, 44(5), 1279-1308. https://doi.org/10.1017/S0272263121000577
  61. Yang, Y., & Song, Y. (2024). Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning. Computer Assisted Language Learning, 1-33. https://doi.org/10.1080/09588221.2024.2342868
  62. Zhou, X., & Wang, C. (2024). Effects of interactive alignment on L2 vocabulary learning by Chinese EFL learners. Language Teaching Research, 28(2), 466-496. https://doi.org/10.1177/13621688211004629
  63. Zhou, W., & Wu, X. (2024). The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG. Frontiers in Psychology, 15, 1332098. https://doi.org/10.3389/fpsyg.2024.1332098
  64. Zou, D. (2017). Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis. Language Teaching Research, 21, 54-75. https://doi.org/10.1177/1362168816652418