Dogme Yönteminin Depremzede Öğrencilerin İngilizce Konuşma Becerileri, Öz-Yeterlilikleri ve Konuşma Kaygıları Üzerindeki Etkileri
Abstract
Türkiye'de 6 Şubat 2023'te meydana gelen Maraş merkezli ikiz depremler nedeniyle depremden sağ kurtulan öğrencilerin çoğunun bu durumun fiziksel ve zihinsel etkilerini yaşadığı görülmüştür. İki ay sonra okullar yeniden açıldığında öğrenciler eskisi gibi değillerdir. Psikolojik etkilerinin yanı sıra fiziksel ve ekonomik kayıplar nedeniyle öğrenciler okul malzemeleri olmadan okullara geri dönmüşlerdir. Bu öğrencileri yabancı dil olarak İngilizce dersinde konuşmaya motive etmek için Dogme yönteminin uygulanmasına karar verilmiştir. Dogme ELT, hazır veya hazırlanmış materyaller kullanmak yerine, öğretmen ve öğrencileri arasındaki yüz yüze etkileşimi destekleyen bir yöntemdir. Bu araştırmanın amacı, Dogme yönteminin İngilizceyi yabancı dil olarak öğrenen öğrencilerin konuşma becerilerine, öz yeterliliklerine ve konuşma kaygılarına etkilerini araştırmaktır. Araştırma karma yöntem modelinde ve sıralı açıklayıcı desende tasarlanmıştır. Nicel veriler için yarı deneysel desen, nitel veriler için betimsel analiz kullanılmıştır. Deneysel çalışma ve odak grup görüşmesi gerçekleştirilmiştir. Veri toplama araçları TOEFL Temel Konuşma Testi, İngilizce Özyeterlik Ölçeği, İngilizce Konuşma Kaygısı Ölçeği ve yarı yapılandırılmış görüşme formudur. Katılımcılar depremden etkilenen bir ildeki bir ortaokulda öğrenim gören 20 altıncı sınıf öğrencisidir. Sonuçlar, Dogme yönteminin öğrencilerin İngilizce konuşma becerilerini ve öz yeterliliğini geliştirdiğini, ayrıca konuşma kaygılarını azalttığını göstermiştir. Dogme yöntemi, yabancı dil olarak İngilizce öğrenen öğrencilerin konuşma becerileri ile öz yeterliliklerini artırmak ve konuşma kaygılarını azaltmak için kullanılabilir.
Keywords
References
- Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 1-14.
- Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
- Chuang, E., Pinchoff, J., & Psaki, S. (2018, January 23). How natural disasters undermine schooling. Brookings edu. https://www.brookings.edu/articles/how-natural-disasters-undermine-schooling/ Chuquitarco Guagchinga, G. M. (2024). The dogme approach and speaking skill. [Bachelor's thesis, Universidad Técnica de Ambato]. (DSpace)
- Coşkun, A. (2017). Dogme ELT: What do teachers and students think. International Journal of Research Studies in language learning, 6(2), 33-44. https://doi.org/10.5861/ijrsll.2016.1445
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- Daguiani, M. (2022). Developing students’ speaking skill through “Dogme ELT” teaching approach: A case study of second year students at the department of English. [Doctoral dissertation, Université de Batna 2]. (DSpace)
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- Hancı-Yanar, B. H., ve Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik inancı ölçeğinin geliştirilmesi. Kastamonu Education Journal, 20(1), 97-110.
- Henderson, R. H., & Sundaresan, T. (1982). Cluster sampling to assess immunization coverage: a review of experience with a simplified sampling method. Bulletin of the World Health Organization, 60(2), 253.
- Jeyaraj, J. S. (2017). Dogme ELT practice for enhancing conversation. ROOTS: An International Journal of Multidisciplinary Researches, 4, 321-326. http://dx.doi.org/10.2139/ssrn.3486393
- Le Brocque, R., De Young, A., Montague, G., Pocock, S., March, S., Triggell, N., ... & Kenardy, J. (2017). Schools and natural disaster recovery: The unique and vital role that teachers and education professionals play in ensuring the mental health of students following natural disasters. Journal of psychologists and counsellors in schools, 27(1), 1-23. https://doi.org/10.1017/jgc.2016.17
- Meddings, L., & Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. DELTA Publishing.
- Meddings, L., & Thornbury, S. (2017). Teaching unplugged: Dogme in English language teaching. Ernst Klett Sprachen GmbH.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications, Inc.
- Mohamed, H. M. M. (2019). Using Dogme in ELT to develop student teachers’ Speaking skills and their self-efficacy. CDELT Occasional Papers in the Development of English Education, 66(1), 423-443. https://doi.org/10.21608/OPDE.2019.133248
- Nunes, V. T., & Faciola, R. A. (2023). A Dogme-based approach to conversation classes. Peer review, 5(21), 236-257. https://doi.org/10.53660/1061.prw2617
- Orakçı, Ş. (2018). A validity and reliability study of “English Speaking Anxiety Scale”. Inonu University Journal of the Graduate School of Education, 5(9), 1-18. https://doi.org/10.29129/inujgse.375916
- Rushton, A. (2020). The effect of Dogme ELT on Japanese university EFL oral communication classes. Kobe Kaisei review, (58), 19-29. https://www.kaisei.ac.jp/wp-content/uploads/2020/58_5.pdf
- Sarani, A., & Malmir, A. (2019). The effect of Dogme language teaching (Dogme ELT) on L2 speaking and willingness to communicate (WTC). Journal of English Language Teaching and Learning, 11(24), 261–288. https://www.researchgate.net/publication/343818698
- Solimani, E., Ameri-Golestan, A., & Lotfi, A. (2019). Flipped vs. unplugged instructions: sailing EFL learners’ oral proficiency through virtual and real learning communities. International Journal of Instruction, 12(3), 459–480. https://doi.org/10.29333/iji.2019.12328a
- Solimani, E., Ameri-Golestan, A., & Lotfi, A. (2020). Pros and cons of dancing in the dark: Enhancing EFL learners’ oral proficiency in an unplugged learning community. International Journal of Foreign Language Teaching.
- TOEFL Primary. TOEFL Primary Speaking Test. https://www.toeflprimary.com.hk/?page_id=5393
- Worth, A. (2012). A Dogme based approach from the learners' perceptive. The Journal of Kanda University of International Studies, 24, 77-99. http://id.nii.ac.jp/1092/00000604/
Effects of Dogme Language Teaching on EFL Speaking Skills, Self-Efficacy, Speaking Anxiety of Survivor Students
Abstract
Due to the Maraş-centered twin earthquakes on sixth of February, 2023, in Turkiye, most of the students who are earthquake survivors have experienced its physical and mental effects. After two months, when schools were re-opened, students were not the same. Besides its psychological effects, students came back to schools without their school supplies because of physical and economic losses. In order to motivate these students to speak in an EFL lesson, we encountered Dogme language teaching as a methodology. Dogme ELT is a methodology which supports face to face interaction between a teacher and his/her learners rather than using readymade or prepared materials and etc. The purpose of this research is to investigate the effects of Dogme language teaching on EFL speaking skills, self-efficacy and speaking anxiety of survivor students. This research is designed in mixed-method research model and explanatory sequential design. For quantitative data, quasi-experimental design was utilized whereas for qualitative data descriptive analysis was utilized. Experimental study and focus group interview were conducted. Data collection tools were TOEFL Primary Speaking Test, English Self-Efficacy Scale, English Speaking Anxiety Scale and semi-structured interview form. Participants were 20 sixth graders from a secondary school in an earthquake affected province. Results showed that Dogme ELT developed students’ EFL speaking skills and self-efficacy, also reduced their speaking anxiety. That means, Dogme ELT can be used to increase the speaking skills of students learning English as a foreign language, to increase their self-efficacy and to reduce their speaking anxiety.
Keywords
Dogme ELT speaking self-efficacy anxiety earthquake survivors
References
- Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 1-14.
- Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
- Chuang, E., Pinchoff, J., & Psaki, S. (2018, January 23). How natural disasters undermine schooling. Brookings edu. https://www.brookings.edu/articles/how-natural-disasters-undermine-schooling/ Chuquitarco Guagchinga, G. M. (2024). The dogme approach and speaking skill. [Bachelor's thesis, Universidad Técnica de Ambato]. (DSpace)
- Coşkun, A. (2017). Dogme ELT: What do teachers and students think. International Journal of Research Studies in language learning, 6(2), 33-44. https://doi.org/10.5861/ijrsll.2016.1445
- Creswell, J. W. (2017). Karma yöntem araştırmalarına giriş. (Çeviren: M. Sözbilir). Pegem Akademi.
- Daguiani, M. (2022). Developing students’ speaking skill through “Dogme ELT” teaching approach: A case study of second year students at the department of English. [Doctoral dissertation, Université de Batna 2]. (DSpace)
- Freire, P. (2005). The pedagogy of the oppressed. Herder and Herder.
- Gratton, V. G., Thier, H. D., Arjonilla E. & Melgar, R. (1986). The recovery of schools from earthquake effects. FMHI Publications.
- Hancı-Yanar, B. H., ve Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik inancı ölçeğinin geliştirilmesi. Kastamonu Education Journal, 20(1), 97-110.
- Henderson, R. H., & Sundaresan, T. (1982). Cluster sampling to assess immunization coverage: a review of experience with a simplified sampling method. Bulletin of the World Health Organization, 60(2), 253.
- Jeyaraj, J. S. (2017). Dogme ELT practice for enhancing conversation. ROOTS: An International Journal of Multidisciplinary Researches, 4, 321-326. http://dx.doi.org/10.2139/ssrn.3486393
- Le Brocque, R., De Young, A., Montague, G., Pocock, S., March, S., Triggell, N., ... & Kenardy, J. (2017). Schools and natural disaster recovery: The unique and vital role that teachers and education professionals play in ensuring the mental health of students following natural disasters. Journal of psychologists and counsellors in schools, 27(1), 1-23. https://doi.org/10.1017/jgc.2016.17
- Meddings, L., & Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. DELTA Publishing.
- Meddings, L., & Thornbury, S. (2017). Teaching unplugged: Dogme in English language teaching. Ernst Klett Sprachen GmbH.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications, Inc.
- Mohamed, H. M. M. (2019). Using Dogme in ELT to develop student teachers’ Speaking skills and their self-efficacy. CDELT Occasional Papers in the Development of English Education, 66(1), 423-443. https://doi.org/10.21608/OPDE.2019.133248
- Nunes, V. T., & Faciola, R. A. (2023). A Dogme-based approach to conversation classes. Peer review, 5(21), 236-257. https://doi.org/10.53660/1061.prw2617
- Orakçı, Ş. (2018). A validity and reliability study of “English Speaking Anxiety Scale”. Inonu University Journal of the Graduate School of Education, 5(9), 1-18. https://doi.org/10.29129/inujgse.375916
- Rushton, A. (2020). The effect of Dogme ELT on Japanese university EFL oral communication classes. Kobe Kaisei review, (58), 19-29. https://www.kaisei.ac.jp/wp-content/uploads/2020/58_5.pdf
- Sarani, A., & Malmir, A. (2019). The effect of Dogme language teaching (Dogme ELT) on L2 speaking and willingness to communicate (WTC). Journal of English Language Teaching and Learning, 11(24), 261–288. https://www.researchgate.net/publication/343818698
- Solimani, E., Ameri-Golestan, A., & Lotfi, A. (2019). Flipped vs. unplugged instructions: sailing EFL learners’ oral proficiency through virtual and real learning communities. International Journal of Instruction, 12(3), 459–480. https://doi.org/10.29333/iji.2019.12328a
- Solimani, E., Ameri-Golestan, A., & Lotfi, A. (2020). Pros and cons of dancing in the dark: Enhancing EFL learners’ oral proficiency in an unplugged learning community. International Journal of Foreign Language Teaching.
- TOEFL Primary. TOEFL Primary Speaking Test. https://www.toeflprimary.com.hk/?page_id=5393
- Worth, A. (2012). A Dogme based approach from the learners' perceptive. The Journal of Kanda University of International Studies, 24, 77-99. http://id.nii.ac.jp/1092/00000604/
Details
| Primary Language | English |
|---|---|
| Subjects | Curriculum Design Instructional Theories |
| Journal Section | Articles |
| Authors | |
| Publication Date | April 30, 2025 |
| Submission Date | November 8, 2024 |
| Acceptance Date | March 10, 2025 |
| Published in Issue | Year 2025 Volume: 26 Issue: 1 |
