Üniversitede İngiliz Dili Bölümü Öğrencilerinin Acil Uzaktan Öğrenme, Öğrenen Özerkliği ve Asenkron Video Derslerindeki Ana Dil Kullanımına İlişkin Görüş ve Algılarının Araştırılması

Bu çalışmada, üniversite öğrencilerinin acil uzaktan öğrenme, özbildirim yoluyla belirlenmiş öğrenen özerkliği ve ana dilin (L1) asenkron sınıflarda (önceden kaydedilmiş video derslerinde) kullanımları konusundaki görüş ve algıları incelenmiştir. Katılımcılar ağırlıklı olarak Türkiye'de bir devlet üniversitesinde İngiliz Dili ve Edebiyatı (ELL) okuyan birinci sınıf öğrencilerinden oluşmaktadır. Veriler, kolayda örneklem yöntemi (n = 86) kullanılarak çapraz kesişimli, beş bölümden oluşan web tabanlı bir anket aracılığıyla toplanmıştır. Çalışma, (a) öğrencilerin acil uzaktan öğrenme hakkındaki görüşlerini, (b) onların özbildirimi yoluyla belirlenmiş öğrenen özerkliği düzeylerini, (c) öğrencilerin asenkron video derslerinde öğretim üyelerinin ana dil kullanımına ilişkin görüşlerini, ve (d) bu değişkenlerin birbiriyle nasıl ilişkili olduğunu ve bunun diğer özgeçmiş değişkenleri ile tahmin edilebileceğine dair ilginç bulgular ortaya koymaktadır. Ayrıca nitel sonuçlara göre, öğrencilerin yeni öğrenme deneyimleriyle ilgili görüşleri farklılık gösterdiği görülmüş olup teknik konular, etkileşim eksikliği ve psikolojik problemler çözülmesi gereken en acil konular olarak belirlenmiştir. Öğrencilerin de oldukça özerk olduğu tespit edilmiş ve bunun acil uzaktan öğrenmeye verdikleri puanlarla ilişkili olduğu görülmüştür. Ayrıca, İngiliz Dili ve Edebiyatı öğrencilerinin büyük bir kısmı video derslerinde ana dil kullanımının sınırlı olması koşuluyla kabul edilebilir olduğunu düşünmektedir. Bulguların, yükseköğretim kurumlarında İngilizce anadal eğitimi veren akademisyenlerin yanı sıra öğrenme yönetim sistemi tasarımcılarına da ilgili konularda ışık tutacağı düşünülmektedir.

Anahtar Kelimeler:

Asenkron Öğrenme, Koronavirüs hastalığı, İngiliz Dili ve Edebiyatı Öğrencileri, Öğrenme Yönetim Sistemi, Kaydedilmiş video dersleri, Türk öğrenciler

Exploring English Majors’ Views and Perceptions of Emergency Remote Learning, Learner Autonomy, and L1 Use in Asynchronous Video Lectures

The purpose of the present study was to explore university students’ views and perceptions of emergency remote learning (ERL), their self-reported degree of learner autonomy, and the use of the first language (L1) in asynchronous classes (i.e., pre-recorded video lectures) during their transition to ERL in Spring 2020. The participants were predominantly freshmen students studying English Language and Literature (ELL) at a public university in Turkey. The data was collected via a cross-sectional five-part web-based questionnaire using convenience sampling (n = 86). The study reveals interesting findings regarding (a) students’ views about ERL, (b) their self-reported degree of learner autonomy, (c) their views about lecturers’ L1 use in asynchronous video lectures, and (d) whether and how these variables are interrelated and can be predicted by background variables. The qualitative findings further suggest that students hold mixed opinions regarding their new learning experience and mention the technical issues, lack of contact, and psychological problems as the most urgent issues to be addressed. Students were also found to be quite autonomous, and this was correlated with ERL ratings. Additionally, a majority of the ELL students considered the use of L1 in video lectures acceptable as long as it was limited. The findings are likely to inform the academicians who teach English majors at higher education institutions as well as learning management system designers by providing them with various insights.

Keywords:

Asynchronous Learning, COVID-19, ELL Students, Learning Management System, Pre-recorded video lectures, Turkish students,

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