Türkiye’de yükseköğretim düzeyinde mühendislik öğrencileri ve öğretim elemanlarının İngiliz dilinde öğretime karşı motivasyonları

Normark’a (2013) göre İngilizce’nin evrensel bir toplum düzeyine ulaşma aracı olması günümüz eğitim alanında belli bir konuyu İngiliz dilinde çalışmanın ne kadar önemli olduğunu göstermektedir. Bunun sebebi ise İngilizce’nin üniversitelerin evrensel bir statü kazanması için bir motivasyon kaynağı olmasıdır (Coleman, 2006). Bu nedenle bu çalışmanın odak noktası öğrencilerin ve öğretim elemanlarının İngiliz dilinde öğretime karşı olan motivasyon değişimlerini açığa çıkarmaktır çünkü motivasyon İngiliz dilinde öğretim uygulamalarının başarısında belirleyici bir etken olabilir. Bu amaçla konuyla ilgili derin bir anlayış elde etmek adına bu çalışma karma yöntem araştırması olarak tasarlanmıştır. Katılımcılar Türkiye’de bir devlet üniversitendeki makine mühendisliği bölümü öğrencileri ve öğretim elemanlarıdır. Bu bağlamda katılımcıların İngiliz dilinde öğretime karşı motivasyonlarını etkileyen unsurları incelemek için likert tipi bir anket adapte edilmiştir. Nicel verilerin analizinde ortalama ve standart sapma değerlerine ulaşmak için “Betimleyici İstatistik” ve öğrencelerin motivasyonunda kaçıncı sınıf olduklarının belirleyici bir etken olup olmadığını saptamak içinse “Yorumlayıcı İstatistik” yöntemlerinden MANOVA testi uygulanmıştır. Ayrıca, öğrencilerle odak grup görüşmeleri ve öğretim elemanları ile de bireysel görüşmeler gerçekleştirilmiştir. Görüşmelerden elde edilen nitel veriler tümevarımsal içerik analizi yoluyla analiz edilmiştir. Sonuçlar birinci, ikinci, üçüncü ve dördüncü sınıf öğrencilerinin İngiliz dilinde öğretime karşı motivasyonları arasında önemli bir fark olmadığını gösterse de birinci sınıf öğrencilerinin az da olsa İngiliz dilinde öğretime karşı daha motive oldukları tespit edilmiştir. Bunun yanı sıra araçsal motivasyon daha baskın olabilmektedir ve öğretim elemanlarının İngiliz dilinde öğretime karşı motivasyonları çeşitli sebeplere göre farklılaşmaktadır.

Motivation of engineering students and lecturers toward English medium instruction at tertiary level in Turkey

English is an access to a global society (Normark, 2013), which implies studying a specific subject area throughEnglish is crucial in today’s educational arena. The reason behind this is that English is a motive for universitiesto gain a global status as Coleman (2006) argued. Thus, the focal point of this study is to reveal motivationalvariations of students and lecturers toward English-Medium Instruction (EMI) because motivation may be aninfluential factor determining the success of EMI implementations. To this end, the study was designed as amixed methods research to reach a deeper understanding of the issue. The participants were mechanicalengineering students and lecturers at a state university in Turkey. In this regard, a Likert-type questionnaire wasadapted to examine what factors had an impact on motivation of participants toward EMI. For the analyses ofquantitative data, descriptive statistics were used to obtain mean and standard deviation scores; and MANOVAtest was utilized via inferential statistics to see whether the year of study was a determinant for the motivation ofstudents. Moreover, focus group interviews were conducted with students whilst lecturers were interviewedindividually. Qualitative data obtained from interviews were analyzed using inductive content analysis. Theresults indicated no significant differences among the first, second, third and fourth year students’ motivationtoward EMI; yet, it was found that the first year students were slightly more motivated toward EMI. Further,instrumental motivation appeared to be more dominant and lecturers’ motivation toward EMI varied dependingon numerous reasons.

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