Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Bursa Uludağ Üniversitesi, SOSYAL BİLİMLER ENSTİTÜSÜ, Türkiye
Tezin Onay Tarihi: 2005
Tezin Dili: İngilizce
Öğrenci: Yunus İşler
Danışman: ZÜBEYDE SİNEM GENÇ
Özet:This research, which is quasi-experimental in nature, basically aims to introduce the concept of learner autonomy and an autonomous application, portfolio, in foreign language learning. Besides giving theoretical data about learner autonomy and portfolio, the researcher organized and managed a portfolio application on intensive reading skills, which is rarely encountered in the literature, from beginning to end. All the steps and procedures done in the portfolio application are explained in the study. Thus, a whole picture of a portfolio application is presented in order to provide an indepth understanding about the concept. 94 English as a Foreign Language learners in 11th grade in a high school participated in the study. In order to gather necessary information, those 94 students were divided into two groups, i.e. control and experimental, at the beginning of the study. Then both groups were given a pre-test on intensive reading. After this first step, the control group were trained reading via traditional methods while the experimental group experienced an autonomous instructional application, portfolio, in their reading sessions. Both groups had one or one-half hours reading sessions a week as a part of the general English Course which is seven hours a week. The experiment took fifteen weeks; at the end of that period both groups again were given a post-test, the identical of the pre-test. The results of the tests were analyzed and compared statistically. Analysis of the data showed that the experimental group revealed a significant progress in comparison to the control group at the end of the experiment although both groups were equal at the beginning. In addition, the effectiveness of portfolio on helping to develop vocabulary skills was investigated through the seperate vocabulary sections which were put in both the pre and the post-test. From the results, it was seen that the experimental group performed better than the control group in the post-test while both groups did performed nearly the same in the pre-test vocabulary part. It might be wrong to generalize the findings of this study since they are limited to the students who are in 11th grade. That is why this fact should be considered when the findings are evaluated.