Yabancılara Türkçe Öğretiminde Teknoloji Entegrasyonu

Dil öğretimi sürecine yönelik birçok eğitim ortamı, günümüzde dijital teknolojilerdeki yeniliklerle bütünleşme eğilimine girmiştir. Kevin Jarrett'in ifadeleriyle “T-E-C-H (teknoloji) olmadan T-E-A-C-H (öğretmek)’ten söz edemeyeceğimiz bir zamanın içindeyiz”. Bundan hareketle bu çalışmada, Türkçenin yabancı dil olarak öğretimi sürecinde oluşturulacak eğitim ortamlarına teknolojinin entegre edilebilme durumu değerlendirilmiştir. Durum çalışması yaklaşımına dayanan bu araştırma, Web 2.0 tabanlı teknolojilerin yabancılara Türkçe öğretimine dahil edilmesinin öğrencilerin motivasyon ve yaratıcılığını nasıl etkilediğini belirlemeyi amaçlamaktadır. Çalışma grubu Yıldız Teknik Üniversitesi TÖMER'de B1 düzeyinde Türkçe öğrenen 10 öğrenci ile oluşturulmuştur. Web 2.0 araçlarından Voki, Pixton ve Padlet ile 3 hafta içerisinde 6 ders saati sınıf içi ve 4 ders saati sınıf dışı uygulama yapılmıştır. Uygulamanın ardından öğrenciler ve dil öğreticileri ile motivasyon ve yaratıcılığa yönelik görüşmeler gerçekleştirilmiştir. Kullanılan Web 2.0 araçlarının öğrencilerin motivasyonlarını geliştirdiği, yaratıcılıklarına katkı sağladığı, dil öğreticilerine esnek imkanlar sunduğu ancak bu araçların amaçlı ve ara ara kullanılmasının daha faydalı olacağı sonucuna varılmıştır.

We sail through the 21st century where technology has taken a hold in today’s society. With the influence of innovations in digital technologies, we are embedded in a time where we can’t spell teach without T-E-C-H as Kevin Jarrett (2008) once said. Along with developments in language teaching, new approaches have also emerged. Of all language teaching approaches and methods, CALL (Computer Assisted Language Learning), which is the search for and study of applications of the computer in language teaching and learning (Levy, 1997: 1), stands out for technology integration. Using a case study approach, this study aims to investigate how incorporating web-based technology into Turkish language teaching curriculum affects students’ motivation and creativity. Along with the thoughtful application of second language pedagogy, Web 2.0 tools such as “Voki, Padlet, Pixton” have been implemented in A2 level Turkish language classes at Yıldız Technical University TÖMER for 10 class periods. Qualitative data were collected through multiple data sources, including direct observations, in/outside class projects, and reflections. Following the applications, interviews regarding motivation and creativity were held with the teachers and the students. The main conclusion that can be drawn is that applied Web 2.0 tools improve students’ motivation, contribute to their creativity, and provide numerous opportunities for language instructors. The present findings also confirm that only the effective technology integration with clear goals and proper methods maximize the potential of these tools.

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