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Yabancı dil olarak Türkçe yazma öğretimi alanındaki araştırmalarda öz yeterlik ve öz düzenleme gibi bilişsel beceriler ele alınmıştır. Ancak yabancı dil olarak Türkçe yazma öğretiminde öz yeterlik bağlamında bu tür ölçütler ve bunların amaçlanan kullanım geçerliği ve güvenilirliği hakkında sınırlı sayıda sistematik araştırma yapılmıştır. Bu araştırmada da yabancı dil olarak Türkçe öğrenenler için cümle yazma öz yeterlik ölçeğinin psikometrik özellikleri belirlenmeye çalışılmıştır. Araştırmanın çalışma grubunu, Türkiye’nin farklı üniversitelerinde okuyan yabancı dil olarak Türkçe öğrenmekte olan B1, B2 ve C1 düzeyindeki öğrenciler oluşturmaktadır. Taslak ölçeğin kapsam görüşü ve kapsam geçerliği için önce yabancı dil olarak Türkçe öğrenmekte olan on beş (15) öğrenciyle odak grup toplantısı yapılmış, daha sonra yabancı dil olarak Türkçe, Türkçe eğitimi ve ölçme ve değerlendirme alanında uzman farklı öğretim üyelerinden görüş alınmıştır. Bu görüşmelerden sonra taslak ölçeğe bazı maddeler eklenmiş, taslak ölçekteki bazı maddeler ise birleştirilmiş ve on altı (16) maddelik bir form hazırlanmıştır. Taslak ölçek; Açımlayıcı Faktör Analizi (AFA) için 512, Doğrulayıcı Faktör Analizi (DFA) için 330, test-tekrar test uygulaması için ise 38 öğrenciye uygulanmıştır. Toplam 880 öğrenciye uygulanarak psikometrik özellikleri belirlenmeye çalışılan Yabancı Dil Olarak Türkçe Cümle Yazma Öz Yeterlik Ölçeği’nin (YDOTCYÖYÖ) güvenilir ve geçerli bir ölçek olduğu tespit edilmiştir. Araştırmanın sonucunda cümle yazma öz yeterliğinde anlamsal ve dil bilgisel bileşenlerin etkili olduğu saptanmıştır. Yazmada önemli olan anlamsal ve dil bilgisel bileşenlerin ise cümle yazma öz yeterliğinde tek faktör altında toplandığı tespit edilmiştir.
Research in the field of teaching Turkish writing as a foreign language has been addressed by cognitive skills such as self-capacity and self-regulation. However, a limited number of systematic research on the validity and reliability of such standards and their intended use in the context of self-capacity in the teaching of Turkish writing as a foreign language has been carried out. This study also tried to determine the psychometric characteristics of the scale of self-capacity of writing phrases for those who learn Turkish as a foreign language. The study group consists of students at B1, B2 and C1 levels who are learning Turkish as a foreign language in different universities in Turkey. For the scope of the draft scale and the scope of validity, a focus group meeting was held with fifteen (15) students who are learning Turkish as a foreign language first, then a foreign language Turkish, Turkish education and the field of measurement and evaluation was consulted by different faculty members. After these discussions, some items were added to the draft scale, and some items in the draft scale were combined and a sixteen(16) item form was prepared. The draft scale; 512 for the Opening Factor Analysis (AFA), 330 for the Verification Factor Analysis (DFA) and 38 for the test-re-test application. A total of 880 students have been identified as a reliable and valid scale of the Turkish phrase writing self-capacity scale as a foreign language, which is attempted to determine psychometric characteristics by applying. The research has found that meaningful and language knowledge components are effective in the authenticity of phrase writing. The meaningful and language knowledge components in writing are found to be gathered under one factor in the authenticity of the phrase writing.
Previous studies in Turkish instruction as a foreign language tackled cognitive skills such as self-efficacy and self-regulation. However, the number of systematic studies on the validity and reliability of such criteria and their intended use in the context of self-efficacy in the instruction of Turkish as a foreign language is limited. The present study attempted to determine the psychometric properties of the sentence writing self-efficacy scale for learners of Turkish as a foreign language. The study group included B1, B2, and C1 level students attending various universities in Turkey and learning Turkish as a foreign language. To determine the scope and scope validity of the draft scale, initially, a focus group meeting was conducted with fifteen (15) students learning Turkish as a foreign language, then the opinions of various experts in Turkish as a foreign language, Turkish language education, and measurement and evaluation were collected. After the interviews, certain items were added to the draft scale, other draft scale items were combined, and a sixteen-item scale was developed. The draft scale was applied to 512 students in the exploratory factor analysis (EFA), 330 students in the confirmatory factor analysis (CFA), and 38 students in the test-retest application. It was determined that the Turkish as a Foreign Language Sentence Writing Self-Efficacy Scale (TFLSWSES), applied to 880 students to determine the psychometric properties of the scale, was reliable and valid. In the study, it was determined that semantic and grammatical components were effective in sentence writing self-efficacy. It was determined that the semantic and grammatical components important in writing were in a single factor called sentence writing self-efficacy.
Alan : Eğitim Bilimleri; Filoloji
Dergi Türü : Uluslararası
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