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Research Article
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The Effect of Portfolio Assessment on Students' Metacognitive Awareness, Motivation and Achievement in Listening

Year 2024, Volume: 12 Issue: 4, 746 - 769, 31.10.2024

Mustafa Aydın , Özen Yıldırım

https://doi.org/10.16916/aded.1462837

Abstract

The importance of the formative assessment for the development of listening skills is increasing day by day and process-oriented educational activities have begun to be used more. The participation of students in formative assessment allows them to monitor and evaluate their own development. In the current study, the effect of using a portfolio to develop sixth grade students’ listening skills on the students’ metacognitive awareness, motivation and achievement in listening was examined. The quasi-experimental pretest-posttest control group design was used in the study. The study consisted of two classes of sixth graders in a lower secondary school in Burdur province in the spring semester of the 2021-2022 academic year. An eight-week "Portfolio-Based Evaluation Process" was applied in the research. Data were collected by using the “Metacognitive Listening Awareness Scale”, the “Listening Motivation Scale for Lower Secondary School Students” and the “Listening Comprehension Achievement Test”. The effectiveness of the experimental process was tested with Two-Way Mixed ANOVA. The findings showed that the use of the portfolio to improve listening skills increased students’ listening comprehension achievement over time, while no change was observed in their motivation and metacognitive awareness in listening.

Keywords

Listening skill portfolio-based assessment achievement in listening comprehension metacognitive awareness in listening listening motivation

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Portfolyoya Dayalı Durum Belirlemenin Öğrencilerin Dinlemeye Yönelik Üstbilişsel Farkındalık, Motivasyon ve Başarısına Etkisi

Year 2024, Volume: 12 Issue: 4, 746 - 769, 31.10.2024

Mustafa Aydın , Özen Yıldırım

https://doi.org/10.16916/aded.1462837

Abstract

Dinleme becerisinin gelişimine yönelik durumun saptanmasında sürece yönelik durum değerlendirmelerin önemi her geçen gün artmaktadır ve süreç odaklı eğitsel etkinlikler daha çok kullanılmaya başlamıştır. Süreç odaklı değerlendirmede öğrencilerin değerlendirmeye katılması kendi gelişimlerini izleyip değerlendirmelerine olanak sağlamaktadır. Araştırmada altıncı sınıf öğrencilerinin dinleme becerilerine yönelik durum belirleme sürecinde portfolyo kullanılmasının öğrencilerin dinlemeye yönelik üstbilişsel farkındalığına, motivasyonuna ve başarısına etkisi incelenmiştir. Ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışmayı 2021-2022 eğitim öğretim yılı bahar döneminde Burdur ilindeki bir ilköğretim okulundaki iki şube altıncı sınıf öğrencisi oluşturmuştur. Araştırmada sekiz haftalık “Portfolyo Temelli Değerlendirme Süreci” uygulanmıştır. Veriler “Üstbilişsel Dinleme Farkındalığı Ölçeği”, “Ortaokul Öğrencileri İçin Dinleme Motivasyonu Ölçeği” ve “Dinlediğini Anlama Başarı Testi” aracılığıyla toplanmıştır. Deneysel sürecin etkililiği iki yönlü karışık ölçümler için ANOVA istatistiği ile test edilmiştir. Araştırma sonuçlarına göre dinleme becerisinin geliştirilmesine yönelik portfolyo kullanımı öğrencinin dinlediğini anlama başarısını zaman içerisinde artıran bir etkenken dinlemeye yönelik motivasyon ve üstbilişsel farkındalık düzeyinde bir değişiklik gözlenmemiştir.

Keywords

Dinleme becerisi portfolyoya dayalı durum belirleme dinlediğini anlama başarısı dinlemede üstbilişsel farkındalık dinleme motivasyonu

References

  • Ahmadi, S. M. (2016). The importance of listening comprehension in language learning. International Journal of Research in English Education, 1(1), 7-10.
  • Atai, M. R., & Ghotbeldin, S. (2012). The effect of portfolio approach and genre-based pedagogy on listening comprehension of Iranian EFL learners. Teaching English Language, 5(1), 1-19. Doi: 10.22132/TEL.2012.57612
  • Axton, K. (2012). The role of portfolios in student motivation. VISIO, 42, 23-42.
  • Baas, D., Castelijns, J., Vermulen, M., Martens, R., & Segers, M. (2014). The relation between assessment for learning and students’ cognitive and metacognitive strategy use. British Journal of Educational Psychology, 85(1), 33-46. Doi: 10.1111/bjep.12058
  • Barr, L., Dittmar, M., Roberts, E., & Sheraden, M. (2002). Enhancing Student Achievement through the Improvement of Listening Skills. (Unpublished master theses). Saint Xavier University & Sky Light Chicago, Illinois.
  • Bayat, N. (2021). Dinleme modelleri. N. Bayat (Ed.), Dinleme ve eğitimi içinde (s. 65-84). Ankara: Anı Yayıncılık.
  • Bozorgian, H., Sabokpa, M., & Muhammadpour, M. (2022). Dialogic interaction and dynamic systems theory in listening comprehension: A case study of metacognitive interventions. Ampersand, 9, 100088. Doi: 10.1016/j.amper.2022.100088
  • Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. Advances in Instructional Psychology, 1, 77-165.
  • Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675. Doi: 10.2307/3587999
  • Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, New York: Longman.
  • Burke, K., Fogarty, R., & Belgrad, S. (1994). The mindful school: The Portfolio. Arlington Heights, IL: SkyLight Training and Publishing.
  • Cao, Z., & Lin, Y. (2020). A Study on metacognitive strategy use in listening comprehension by vocational college students. English Language Teaching, 13(4), 127-139. Doi: 10.5539/elt.v13n4p127
  • Charvade, M. R., Jahandar, S., & Khodabandehlou, M. (2012). The impact of portfolio assessment on EFL learners’ reading comprehension ability. English Language Teaching, 5(7), 129-139. Doi: 10.5539/elt.v5n7p129
  • Chen, A. (2013). EFL listeners’ strategy development and listening problems: A process-based study. Journal of Asia TEFL, 10(3), 81-101.
  • Chou, M. H. (2016). A task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening, 31(1), 51-70. Doi: 10.1080/10904018.2015.1098542
  • Çetinkaya, G. ve Şentürk, R. (2021). Dinleme eğitiminde ölçme ve değerlendirme. N. Bayat (Ed.), Dinleme ve eğitimi içinde (s. 313-363). Ankara: Anı Yayıncılık.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research In Personality, 19(2), 109-134.
  • Delett, J. S., Barnhardt, S., & Kevorkian, J. A. (2001). A framework for portfolio assessment in the foreign language classroom. Foreign Language Annals, 34(6), 559-568. Doi: 10.1111/j.1944-9720.2001.tb02103.x
  • Doğan, C. D. (2011). Öğretmen adaylarının başarıları belirlenirken tercih ettikleri durum belirleme yöntemlerini etkileyen faktörler ve bu yöntemlere ilişkin görüşleri. (Yayınlanmamış doktora tezi). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Doğan, C. D. ve Kutlu, Ö. (2011). Öğretmen adaylarının yeni durum belirleme yöntemlerini tercihlerinde etkili olan öğrenmeye ilişkin özellikler. Kastamonu Eğitim Dergisi, 19(2), 459-474.
  • Dölek, O. ve Yıldırım, İ. (2021). Ortaokul öğrencileri için dinleme motivasyonu ölçeği: Geçerlik ve güvenirlik çalışması. International Journal of Language Academy, 9(2), 1-16. Doi: 10.29228/ijla.49839
  • Efendi, Z. (2017). Improving students’ ability in writing English teaching by using portfolio assessment (An experimental study at SMKN 1 Blangpidie). Getsempena English Education Journal, 4(2), 152-163.
  • Ertürk, N., Keleş, S. ve Külünk, D. (2021). 6. sınıf Türkçe ders kitabı. Ankara: MEB Yayınları.
  • Evans, D. J., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative assessment journey. Journal of Anatomy, 224(3), 296-303. Doi: 10.1111/joa.12117
  • Evin Gencel, İ. (2017). The effect of portfolio assessments on metacognitive skills and on attitudes toward a course. Educational Sciences: Theory & Practice, 17(1), 293-319. Doi: 10.12738/estp.2017.2.0378
  • Fang, I. E. (1966). The Easy listening formula. Journal of Broadcasting, 11(1), 63-68. Doi: 10.1080/08838156609363529
  • Farahian, M., & Avarzamani, F. (2018). The impact of portfolio on EFL learners’ metacognition and writing performance. Cogent Education, 5(1), 1-21. Doi: 10.1080/2331186X.2018.1450918
  • Flavell, J. H. (1976) Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum
  • Flowerdew, J. (Ed.). (1994). Akademic listening: Research perspectives. New York: Cambridge University Press.
  • Goh, C. (2008). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206. Doi: 10.1016/S0346-251X(02)0000
  • Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255-274. Doi: 10.1080/09658416.2013.769558
  • Göçer, A. (2020). Dinleme becerisinin gelişim durumunun ve kullanım yeterliklerinin ölçülüp değerlendirilmesi. Çukurova Araştırmaları, 6(1), 109-125. Doi: 0.29228/cukar.43295
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There are 81 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Articles
Authors

Mustafa Aydın 0000-0001-6816-7809

Özen Yıldırım 0000-0003-2098-285X

Early Pub Date September 28, 2024
Publication Date October 31, 2024
Submission Date April 2, 2024
Acceptance Date August 13, 2024
Published in Issue Year 2024 Volume: 12 Issue: 4

Cite

APA Aydın, M., & Yıldırım, Ö. (2024). Portfolyoya Dayalı Durum Belirlemenin Öğrencilerin Dinlemeye Yönelik Üstbilişsel Farkındalık, Motivasyon ve Başarısına Etkisi. Ana Dili Eğitimi Dergisi, 12(4), 746-769. https://doi.org/10.16916/aded.1462837

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