Abstract:
Until recent years, the traditional grammar teaching methods, which is teacher-centered and based on memorizing grammar rules, and in which grammar is seen as the ultimate goal has been followed in Turkey. On the other hand, after integration of the constructivist approach into teaching programs which places student in the center of learning, a number of experimental studies in which student-centered learning approach, method and techniques are used has increased. The aim of this study in this context is to identify how much student-centered grammar teaching practices affect grammar success of students by combining the results obtained from the primary studies. Current study also aims to present the extent that the success levels of the students differ with respect to education level, sample size, geographical region, the type of publication where the study was reported, field of grammar and student-centered approach, method or techniques used in the experimental procedure, which are described as intervening variables. To this end, results of 41 studies which were conducted on the topic and were reported as scientific paper or master's/doctorate thesis were synthesized by using meta-analysis method. Comprehensive Meta-Analysis v2.0 (CMA) software was used in order to conduct effect size calculations, intervening variable analysis and tests of significance on student success based on the data obtained from the relevant studies. At the end of the study, the effect size of the student-centered grammar practices on student success and corrected effect size were calculated as g=0,95 and g=0,708, respectively. These values demonstrate that student-centered grammar teaching practices affect student success vastly and positively. Additionally, the intervening variable analysis indicated that success level of the students did not differ significantly with respect to education level, geographical region, the type of publication where the study was reported, field of grammar, and student-centered grammar teaching practice which was used as an experimental procedure. However, it was found out that sample size variable had a significant effect on the success of the students and success levels of the students in the practices carried out in small samples were higher.