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A comparative study of Irish and Turkish students' attitudinal changes towards foreign language learning through the dossier component of the European language portfolio

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  1. Tez No: 401912
  2. Yazar: FİRDEVS MELİS CİN
  3. Danışmanlar: DR. SEAN DEVITT
  4. Tez Türü: Yüksek Lisans
  5. Konular: Dilbilim, Eğitim ve Öğretim, Linguistics, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2008
  8. Dil: İngilizce
  9. Üniversite: University of Dublin (Trinity College)
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 135

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Özet (Çeviri)

This study questions the foreign language learning perception of Irish and Turkish learners' through the dossier component of the European Language Portfolio and the professional, peer and self-assessment under the framework of motivation, attitudes and learner autonomy. The study was conducted by twelve Irish students in Ireland and fifteen Turkish learners in Turkey. Irish students were studying German and Turkish students were studying English as a foreign language at a high school. The case study took place during the spring semester of 2008. The data for the study collected through pre-questionnaire, professional, peer and self-assessment sheets, reflection papers and post-questionnaire. During the study, the students prepared four projects to be submitted at regular intervals. The projects were prepared individually. After each assignment, students were provided with teacher and peer feedback which is followed by the learner's self-assessment and self reflection procedure. The research was qualitative. The research findings of the case study revealed the distinctions between two groups of learners. Irish and Turkish learners are analyzed separately as a group according to their perception of professional, peer and self-assessment. Later on, their dominant patterns in the use of dossier experience was drawn out and grouped. Finally, the drawbacks of the dossier component and students ideas about continuing keeping a dossier were presented. The findings of the case study revealed that the most notable distinction in their perception of peer and self-assessment. Students expressed that the dossier component had been useful in terms of developing their foreign language proficiency, improving self-confidence in the target language, promoting motivation and discipline. The findings of the case study underlined the importance and the need for the teacher support in self and peer assessment and more frequent use of peer, teacher feedback and self reflection in foreign language study.

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