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Dergiler / Milli Eğitim Dergisi / 2026 / Cilt: 55 Sayı: 252

Çabalamaktan Stratejik Yaklaşıma: Çevrimiçi Strateji Eğitimiyle İngilizceyi Yabancı Dil olarak Öğrenenlerin Okuduğunu Anlama Becerisini Geliştirme

From Struggling to Strategic: Improving English as a Foreign Language Reading Comprehension through Online Strategy Training

Rabia Börekci(TC MİLLİ EĞİTİM BAKANLIĞI BALIKESİR)0000-0001-5678-7365
Aysun Yavuz(CANAKKALE ONSEKIZ MART UNIVERSITY)0000-0001-6838-8695
Sayfa
1727–1756
Yayın Tarihi
2026-11-01
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Nitel bulgular, öğrencilerin sorgulama, tahmin etme ve görselleştirme stratejilerindeki farkındalık ve becerilerinin arttığını, ancak planlama ve anlamayı izleme stratejilerinde zorlandıklarını; kontrol grubundaki performans düşüşüne ise sınırlı kelime bilgisi, yetersiz strateji kullanımı, düşük motivasyon ve dışsal stres faktörlerinin katkıda bulunduğunu göstermiştir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışma, çevrimiçi strateji eğitiminin Türkiye’deki 28 sekizinci sınıf öğrencisinin İngilizce okuduğunu anlama becerilerine etkisini incelemiştir.
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Temel Bulgular & Veri:Her iki grup okuduğunu anlama etkinliklerini tamamlarken deney grubuna sekiz okuma stratejisine yönelik haftalık açık öğretim verilmiştir.
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Sonuç & Katkı:Nitel bulgular, öğrencilerin sorgulama, tahmin etme ve görselleştirme stratejilerindeki farkındalık ve becerilerinin arttığını, ancak planlama ve anlamayı izleme stratejilerinde zorlandıklarını; kontrol grubundaki performans düşüşüne ise sınırlı kelime bilgisi, yetersiz strateji kullanımı, düşük motivasyon ve dışsal stres faktörlerinin katkıda bulunduğunu göstermiştir.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Okuduğunu anlama · Strateji eğitimi · Yabancı dil olarak İngilizce

Özet

Bu çalışma, çevrimiçi strateji eğitiminin Türkiye’deki 28 sekizinci sınıf öğrencisinin İngilizce okuduğunu anlama becerilerine etkisini incelemiştir. Nitel verilerle desteklenen yarı deneysel araştırmada iki sınıf deney ve kontrol gruplarına atanmıştır. Her iki grup okuduğunu anlama etkinliklerini tamamlarken deney grubuna sekiz okuma stratejisine yönelik haftalık açık öğretim verilmiştir. Veriler, araştırmacılar tarafından geliştirilen okuduğunu anlama testiyle ön test, son test ve kalıcılık testi aşamalarında, ayrıca öğrenci günlükleri ve yarı yapılandırılmış görüşmelerle toplanmıştır. Müdahale, deney grubunun okuduğunu anlama becerilerini anlamlı düzeyde geliştirmiş; etki büyüklüğü grup içinde yüksek, kontrol grubuna kıyasla orta düzeyde bulunmuştur. Deney grubunun kalıcılık testine kadar gelişimini sürdürmesi eğitimin kalıcı etkilerine işaret ederken kontrol grubunun performansı son testte düşmüş, kalıcılık testinde kısmen toparlanmıştır. Nitel bulgular, öğrencilerin sorgulama, tahmin etme ve görselleştirme stratejilerindeki farkındalık ve becerilerinin arttığını, ancak planlama ve anlamayı izleme stratejilerinde zorlandıklarını; kontrol grubundaki performans düşüşüne ise sınırlı kelime bilgisi, yetersiz strateji kullanımı, düşük motivasyon ve dışsal stres faktörlerinin katkıda bulunduğunu göstermiştir. Çalışma, okuma öğretiminde strateji eğitimi, kelime dağarcığı gelişimi ve üstbilişsel becerilerin bütünleştirilmesini; öğrenci ilgilerine uygun materyaller, genişletilmiş rehberli uygulamalar ve düzenli biçimlendirici değerlendirme ile geri bildirim sağlanmasını önermektedir.

Abstract

This study examined the effects of online strategy training on English reading comprehension among 28 eighth-grade students in Türkiye. A quasi-experimental design supported by qualitative data assigned two intact classes to experimental and control groups. Both groups completed reading activities, while the experimental group received weekly explicit instruction in eight reading strategies. Data were collected through a researcher-developed reading comprehension test administered as a pretest, posttest, and delayed posttest, alongside learner diaries and semistructured interviews. The intervention significantly improved the experimental group’s reading comprehension, with a large within-group effect size and a medium effect size compared to the control group. Continued improvement through the delayed posttest suggested sustained effects, whereas the control group’s performance declined at posttest and partially recovered at the delayed posttest. Qualitative findings indicated increased awareness and application of questioning, prediction, and visualization strategies, alongside difficulties with planning and comprehension monitoring; limited vocabulary, insufficient strategy use, low motivation, and external stressors contributed to the control group’s declining performance. The study recommends integrating strategy instruction, vocabulary development, and metacognitive skills into reading instruction, supported by interest-based materials, extended guided practice, and regular formative assessment and feedback.

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Bu Makaleye Atıf Yap

Börekci, R., Yavuz, A. (2026). Çabalamaktan Stratejik Yaklaşıma: Çevrimiçi Strateji Eğitimiyle İngilizceyi Yabancı Dil olarak Öğrenenlerin Okuduğunu Anlama Becerisini Geliştirme. Milli Eğitim Dergisi, Cilt: 55 Sayı: 252, 1727–1756. https://doi.org/10.37669/milliegitim.1703622

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