COVID-19 Sürecinde Acil Uzaktan Eğitim: Suudi Arabistan Öğretim Üyelerinin Eşzamanlı Çevirimiçi Yabancı Dil Olarak İngilizce Derslerinde Sınıfiçi Etkileşim Hakkındaki Görüşleri

COVID-19 pandemisi nedeniyle yabancı dil eğitiminde yüz-yüze derslerden videokonferans sistemleri (VKS) üzerinden eşzamanlı çevirimiçi derslere (EÇD) hızlı bir geçiş gerçekleşti. Bu çalışma, öğretim üyelerinin sınıfiçi etkileşim açısından VKS'nin sunduğu olanaklar, bu ortamlarda öğrenme fırsatları yaratabilme becelerileri ve karşılaştıkları güçlükler ile bu güçlüklerin üzerinde gelinmesi hakkındaki görüşlerini incelemektedir. Karma araştırma yöntemi kullanılan bu çalışmaya Suudi Aarabistan'daki bir üniversitede çalışan ve Yabancı Dil Olarak İngilizce öğretmekte olan 20 öğretim üyesi katılmıştır. Tüm katılımcılar geliştirilen anketi yanıtlamış, beş öğretim üyesi ile de yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırma sonuçlarına göre etkileşimi desteklemek için en az kullanılan VKS olanağı kameradır. Öğretim üyeleri EÇD'lerde yüz-yüze eğitimde olduğu kadar olmasa da öğrenme fırsatları yaratabildiklerini düşünmektedir. EÇD'lerde etkileşimi engelleyen temel sebepler arasında yetersiz teknolojik ve pedagojik bilgi ve beceriler yer almaktadır.

Anahtar Kelimeler:

Acil Uzaktan Eğitim, Sınıfiçi Etkileşim, Yabancı Dil Olarak İngilizce, Eşzamanlı Çevirimiçi Dersler

Emergency Remote Teaching During COVID-19: Saudi University Teachers' Perceptions of EFL Classroom Interaction in Synchronous Online Lessons

COVID-19 caused a shift in language teaching from face-to-face lessons (F2FLs) to synchronous online lessons (SOLs) conducted via videoconferencing systems (VCS). This paper explores teachers’ perceptions about VCS affordances for classroom interaction, their ability to create learning opportunities, and the challenges they faced and suggestions on how to overcome them. Following a mixed-methods approach, 20 English as foreign language (EFL) teachers at a Saudi University completed questionnaires and five participated in semi-structured interviews. Findings indicated that the webcam was the least used VCS functionality to facilitate interaction. Teachers thought that they created learning opportunities in SOLs but not as much/well as in F2FLs. Insufficient technological and pedagogical knowledge and skills were identified as main challenges which impeded interaction in SOLs.

Keywords:

Emergency Remote Teaching, Classroom Interaction, EFL, Synchronous Online Lessons,

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