Senkron Çevrimiçi İngilizce Öğretiminde Öğrencilere Öğrenme Desteği Sağlamanın Zorlukları

Bu çalışma eşzamanlı çevrimiçi İngilizce öğretimi sırasında gerçekleşen sınıf içi etkileşimi Walsh’ın (2006) sınıf içi etkileşimsel yeti çerçevesi etrafında incelemeyi amaçlamaktadır. Bu çalışmanın verisi bir devlet üniversitesi tarafından sunulan İngilizce hazırlık programı bünyesinde verilen bir yabancı dil olarak İngilizce dersi sınıfına ait, her biri 40 dakikalık 8 video kaydından oluşmaktadır. Veri seti aynı öğrenci grubu ve öğretmenin bulunduğu ders kayıtlarından elde edilmiştir. Ders kayıtları, 2019-2020 bahar döneminde, kullanımı ücretsiz bir video-konferans programı olan ZOOM üzerinden yapılmıştır. Veri analizi iki sebepten dolayı, öğretmenin öğrenme desteği sağlama girişimleri üzerinde, özellikli olarak yeniden formüle etme, uzatma ve modelleme girişimleri, yoğunlaşmıştır. İlk olarak, veri setinde bu kategoriye giren öğretmen konuşması örneklerinin yeteri kadar var olduğu gözlemlenmiştir. İkinci olarak ta, öğretmenin bazı öğrenme desteği sağlama girişimlerinin teknoloji nedenli problemlerden dolayı başarısız olduğu gözlemlenmiştir. Vücut dili kullanılamayışının öğretmen-öğrenci arasındaki diyaloğu olumsuz etkilediği ve yeniden formüle etme ve uzatma girişimlerinin bu yüzden istenen seviyede öğrenci üretimini getiremediği durumlar gözlenmiştir. Başarısız modelleme girişimlerinin ise öğretmenin not alma araçlarını etkin kullanamayışından kaynaklandığı gözlemlenmiştir. Sonuç olarak, çalışmanın bulguları yabancı dil öğretmenlerinin çevrimiçi öğretim sürecine adaptasyonu ve video-konferans araçlarını eğitimsel amaçlarla etkin şekilde kullanımlarına yönelik çıkarımlar sunmaktadır.

Anahtar Kelimeler:

sınıf içi etkileşimsel yeti; öğrenme desteği sağlama; öğretmen konuşması; çevrimiçi eğitim; yabancı dil olarak İngilizce

Challenges of Providing Learners with Scaffolding during Synchronous Online EFL Teaching

This study employed Walsh’s (2006) concept of classroom interactional competence to investigate the classroom interaction happening during synchronous online English language teaching. The data of this study is comprised of 8 40-minute video recordings of an EFL class at a state university’s English preparatory program. The data belongs to the same group of learners who were taught by the same EFL instructor. The classes were held during spring semester of 2019-2020 Academic Year via ZOOM, a free videoconferencing program. The analysis focused on scaffolding moves of the teacher- specifically reformulation, extension and modelling moves- for two reasons. First, the data was abundant in terms of teacher talk samples falling into this category. Second, several scaffolding attempts of the teacher were observed to fail due to technology-related problems. There was evidence in the data that the lack of body-language harmed the dialogic nature of teacher-learner interaction and reformulation and extension moves could not bring about extended learner turns. Regarding the unsuccessful modelling, it was observed that the teacher’s failure to use annotation tools hindered the learners’ noticing of teacher-modelling. As a result, these findings have implications for foreign language teachers’ adaptation to online teaching and also for the optimization of videoconferencing tools to be developed for educational use.

Keywords:

classroom interactional competence, scaffolding, teacher talk, online education English as a foreign language,

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