Personalization of foreign language learning in constructivism: A postmodern perspective

In this thesis, the effect of personalized course activities under the light of constructivism on the success level of students studying at Eskişehir Osmangazi University Foreign Languages Department has been assessed. Thus, the main purpose of this research is to examine the effect of the constructivist instruction, personalization on the success levels of students with an achievement test and to display the employability of this instruction within Foreign Language Learning. In the research also students? department types: day or evening classes and high school types have been examined in relation to their success.The research population has been composed of 44 students studying at Eskişehir Osmangazi University Foreign Languages Department in the second term of 2008-2009 education years.This research has been implemented on experimental and control groups besides pre-test and post-test control group pattern has been used. The practice process continued approximately for 6 weeks. Within this process, while the experimental group (n=22) was instructed by constructivist personalized methods, the control group (n=22) was instructed by traditional methods. Both groups were administered a 40-question multiple choice test directed to the subject matters they learnt. The findings are interpreted statistically and verbally.As a result of the research, it is seen that the constructivist personalized instruction in Foreign Language Learning has a positive effect by increasing the students? success. It is also proved that students? department types: day or evening classes can create a difference in their academic achievements; however their high school types do not have a significant effect on the success levels of the students.