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The Impact of Group Autonomy on Learners’ Speaking Skill in English: a Task-Based Social Constructivist Perspective

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The Impact of Group Autonomy on Learners’ Speaking Skill in English: a Task-Based Social Constructivist Perspective THE IMPACT OF GROUP AUTONOMY ON LEARNERS’ SPEAKING SKILL IN ENGLISH: A TASK-BASED SOCIAL CONSTRUCTIVIST PERSPECTIVE Alişen Demirtaş Ph.D. DISSERTATION DEPARTMENT OF ENGLISH LANGUAGE TEACHING GAZI UNIVERSITY INSTITUTE OF EDUCATIONAL SCIENCES OCTOBER, 2015 COPYRIGHT AND CONSENT TO COPY THE DISSERTATION All rights of this dissertation are reserved. It can be copied 6 months after the date of delivery on the condition that reference is made to the author of the dissertation. AUTHOR: Name : Alişen Last Name : DEMİRTAŞ Department : English Language Teaching Signature : Date of delivery : October, 2015 DISSERTATION: Title of dissertation in Turkish: Grup Özerkliğinin İngilizce Öğrenenlerin Konuşma Becerisine Etkisi: Görev Temelli Sosyal Oluşturmacı Bir Bakış Açısı Title of dissertation in English: The Impact of Group Autonomy on Learners’ Speaking Skill in English: A Task-Based Social Constructivist Perspective ii DECLARATION OF CONFORMITY TO ETHICS I declare that I have complied with the scientific ethical principles within the process of typing the dissertation that all the citations are made in accordance with the principles of citing and that all the other sections of the study belong to me. Name and last name of the author: Alişen DEMİRTAŞ Signature of the author: iii Jury Approval Page We certify that the dissertation entitled “The Impact of Group Autonomy on Learners’ Speaking Skill in English: A Task-Based Social Constructivist Perspective” prepared by Alişen DEMİRTAŞ has been unanimously / by majority of votes found satisfactory by the jury for the award degree of doctorate of philosophy in the subject matter of English language teaching at Gazi University, Department of English Language Teaching. Supervisor: Assoc. Prof. Dr. İskender Hakkı SARIGÖZ ELT Department, Gazi University ............................... Chairman:PAssoc. Prof. Dr. Paşa Tevfik CEPHErof. Dr. Abdulvahit ÇAKIR (Danışman) ELT Department, Gazi University ............................... Member: Assist. Prof. Dr. Neslihan ÖZKAN Doç. Dr. Arif SARIÇOBAN ELT Department, Ufuk University ............................... Member: Assist. Prof. Dr. Hüseyin ÖZDaSİSToç. Dr. Paşa Tevfik CEPHE ELT Department, Hacettepe University ............................... Member: Assist. Prof. Dr. Gültekin BORANDaSİSToç. Dr. Paşa Tevfik CEPHE ELT Department, Gazi University . ............................... Date of dissertation defense: 09/10/2015 I certify that this dissertation has complied with the requirements of degree of Doctorate of Philosophy in the subject matter of English Language Teaching. Prof. Dr. Servet Karabağ Director of Institute of Educational Sciences ……………………………………………………… iv GRUP ÖZERKLİĞİNİN İNGİLİZCE ÖĞRENENLERİN KONUŞMA BECERİSİNE ETKİSİ: GÖREV TEMELLİ SOSYAL OLUŞTURMACI BİR BAKIŞ AÇISI (Doktora Tezi) Alişen Demirtaş GAZİ ÜNİVERSİTESİ EĞİTİM BİLİMLERİ ENSTİTÜSÜ Ekim 2015 ÖZ İngilizcenin yabancı dil olarak öğretildiği ülkelerde öğrencilerin İngilizce konuşma becerisini geliştirmek maksadıyla yapılan ders içi faaliyetlerden edinilen bilgi ve becerilerin ders sonrasında pekiştirilmesi ve kullanılması için çalışma yapma imkanı verecek ortam sınırlıdır. Diğer taraftan öğrencilerin öğrenme sorumluluğunun kendilerine ait olduğu gerçeği benimsememe durumu da söz konusu olduğu vakit İngilizce öğrenme çalışmaları sonuçsuz kalmaktadır. Bu durum öğretmenin öğrencilere sınıfta mümkün olduğu kadar hedef dilde doğal konuşma ortamı yaratacak görevler vermesi kadar öğrencinin de ders dışında öğrenmenin devam etmesi için çaba göstermesini sağlayacak bir anlayışı kazandırmasını gerektirmektedir. İngilizce öğretmenlerinin, öğrencilerini bir yabancı dilin nasıl öğrenileceği konusunda eğitme yoluyla öğrencilerindeki öğrenme özerkliğini geliştirerek, ve öğrenciler için anlam ifade eden, güncel yaşamları ile ilgili ve ortak çalışma yapabilecekleri görevler vererek bu süreci kolaylaştıracağı düşünülmektedir. Burada, öğrencilere anlamlı gelen görevlerin öğrencinin daha önceki bilgisi ile yeni öğrenilen arasında bir köprü oluşturması yani yapılandırmacı bir görev üstlenmesi ve diğer öğrencilerle birlikte hareket etme gerekliliğini oluşturması önemlidir. Grupla çalışan öğrenciler kendi öğrenmeleri ile birlikte gruptakilerin de öğrenmelerinin sorumluluğunu, yani grup öğrenme özerkliğini kazandıracak bu yapılandırmacı görevleri kolaylıkla v yürütebilir. Sadece sınıfta değil sınıf dışında da grupla öğrenme sorumluluğunu üstlenen öğrenciler kendi değerlendirmelerinin yanı sıra gruptaki diğer öğrencilerin de değerlendirmesini yapabilirler. Hedef dilde iletişim kurmak için fırsat yaratma isteği olan bu öğrenme özerkliğine sahip grup üyelerinin konuşma becerilerini geliştirme ihtimalleri de yüksektir. Araştırmacı, öntest-sontest deneysel desende karma yöntemli bir yapıdaki bu çalışma ile, özerk öğrenme, yapılandırmacı ve görev temelli yaklaşımlardan oluşan bir bağlamda grup özerkliğinin yabancı dil öğrenenlerin konuşma becerilerine etkisi olup olmadığını belirlemek için kullanılan yöntemleri içeren bir yaklaşımı sorgulamayı amaçlamıştır. Türkiye’de bir devlet üniversitesinden katılımcılara uygulanan bir anket ve testlerden elde edilen nicel veriler ile geriye dönük grup tartışması ve öğrenme günlüklerinden elde edilen nitel veriler bu varsayımların hayata geçirilip geçirilemeyeceğini belirlemek için değerlendirilmiştir. Araştırmada elde edilen veriler; özerk öğrenme, güncel ve interaktif görevler ve grupla çalışma prensiplerinin, başarılı uygulanması halinde, yabancı dil öğrenenlerin konuşma becerilerini geliştirmede etkili olacağını göstermiştir. Bilim Kodu : Anahtar Kelimeler: öğrenen özerkliği, sosyal yapılandırmacılık, görev temelli öğretim, yabancı dil İngilizcede konuşma becerisi Sayfa Adedi : xvi + 198 sayfa Danışman : Doç. Dr. İskender Hakkı SARIGÖZ vi THE IMPACT OF GROUP AUTONOMY ON LEARNERS’ SPEAKING SKILL IN ENGLISH: A TASK-BASED SOCIAL CONSTRUCTIVIST PERSPECTIVE Ph.D. Thesis Alişen Demirtaş GAZI UNIVERSITY INSTITUTE OF EDUCATIONAL SCIENCES October 2015 ABSTRACT In countries where English is taught as a foreign language, the setting to use and reinforce the knowledge and the skill obtained via in-class activities during English hours at school is limited in order to enhance speaking skill in the target language. Moreover, the aim of learning English becomes doomed to failure in the event that learners do not feel responsible of their own learning. This necessitates language teacher to assign learners some tasks that create maximum opportunities to use the target language in class, and to improve learner autonomy for their individual efforts to keep on learning the foreign language out of the classroom. It is considered that foreign language teachers are able to facilitate this process through enhancing learner autonomy as well as learners’ speaking skills with the help of learner training on how to learn a foreign language and of the authentic tasks that learners can perform in group work format. Here, tasks that are meaningful to learners are supposed to serve as a tool for interaction and as a bridge between the prior knowledge of learners and the new one, which means constructive tasks. Groups of learners can easily work on these constructivist tasks that would lead them to take the responsibility of their own learning as well as of the group learning, that is, group autonomy. In addition to these opportunities, teachers may lead the learners to become able vii to make the most of these opportunities efficiently through learner training. Then, the second half of the cake comes by groups of learners who have the responsibility of their learning to keep on learning out of the classrooms as well as of their own assessment and the learners’ in the group. Members of these autonomous groups that are willing to create more opportunities to interact with each other are more likely to improve their speaking skill in the target language. The author in this study aimed to investigate an approach in which ways are used to clarify whether there was an impact of group autonomy on learners’ speaking skills in a theoretical frame based on a combination of autonomous learning, task based approach, and social constructivism through a mixed-method pattern in a pretest, post-test experimental design. The quantitative data obtained from a questionnaire and tests and the qualitative data from the retrospective group discussion and learning logs of 335 participants in a state university in Turkey served to clarify whether the assumptions in the study were able to find a chance to survive. Findings through the research indicated that the successful implementation of autonomous learning principles, authentic and interactive task, and group work turns out to be very effective in enhancing foreign language learners’ speaking skills. Science Code: Keywords : learner autonomy, social constructivism, task-based instruction, speaking skill in English as a foreign language Page Number: xvi + 198 pages Supervisor : Assoc. Prof. Dr. İskender Hakkı SARIGÖZ viii TABLE OF CONTENTS ÖZ…………………………………………………………………………………………...v ABSTRACT…………………………..…………………….………….………………….vii TABLE OF CONTENTS…………………………...…………………..………………....ix LIST OF TABLES ……….……………………………………………..……………….xvi LIST OF FIGURES ……………………………….…………………..………………..xvii LIST OF ABBREVIATIONS………………………………………………………….xviii CHAPTER 1….……………………………..…….……………………………..................1 INTRODUCTION….…………………..……...………………………………...................1 Introduction….……………………..….……………….………………..................1 Background to the Study………………………………………………………......1 Statement of the
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