ACİL UZAKTAN YABANCI DİL EĞİTİMİNİN DEĞERLENDİRİLMESİ: İNGİLİZ DİLİ EĞİTİMİ ÖĞRENCİLERİNİN BAKIŞ AÇILARI

Bu çalışmanın amacı İngilizce Öğretmenliği öğrencilerinin salgın döneminde acil uzaktan dil öğrenimi ile ilgili görüşlerini değerlendirilmesidir. Bu çalışma özellikle İngilizce Öğretmenliği öğrencilerinin, uzaktan eğitimin uygunluğu, etkililiği, öğretilebilirliği ve öğrencilerin çalışma alışkanlıkları ile ilgili görüşlerinin cinsiyet, sınıf, eğlence veya eğitim için internette geçirdikleri zaman açısından herhangi bir değişiklik gösterip göstermediğini bulmayı amaçlamaktadır. Buna ek olarak, bu çalışma acil uzaktan yabancı dil öğretiminde ortaya çıkan problemleri ve çözüm önerilerini sunmayı amaçlamaktadır. Bu çalışmada hem nitel hem de nicel araştırma yöntemleri kullanılmıştır. Veri toplama sürecinde Likert tipi ölçek ve görüşme formları kullanılmıştır. Bu çalışmaya 116 İngilizce öğretmenliği öğrencisi katılmıştır. Likert tip ölçek ile toplanan verilerin analizinde bir dizi betimsel analiz, T-test ve Tek Yönlü ANOVA kullanılmıştır. Görüşme formlarıyla elde edilen verilen analizinde ise içerik analizi yöntemi kullanılmıştır. Araştırmanın sonucu, erkek ve kadın İngilizce Öğretmenliği öğrencilerinin uzaktan eğime dair görüşlerinde anlamlı bir farklılık olmadığı sonucunu göstermiştir. Bu çalışmada anlamlı farklılık bulunan tek boyut 2. ve 4. sınıf öğrencilerinin uzaktan eğitim anketinin uygunluk boyutunda olduğu gözlemlenmiştir. Uzaktan dil eğitiminin en çok ifade edilen sorunlarının teknolojik zorluklar, ruhsal sıkıntılar, etkileşim azlığı, kaynak eksikliği ve deneyim eksikliği olduğu sonucuna ulaşılmıştır. Uzaktan dil eğitiminin avantajları olarak zaman ve mekân esnekliği, para ve zaman açısından ekonomi ve dijital okur-yazarlık becerisi geliştirmesi olarak ifade edilirken dezavantajları olarak da öz-disiplin ve öz-motivasyon eksikliği, öğrenci-öğretmen ve öğrenci-öğrenci etkileşiminin azlığı, sağlık problemleri ve yavaş dönütler olduğu ifade edilmiştir. Öğrenciler uzaktan eğitimin dil öğretiminde ek kaynak olarak kullanılabileceğini ancak yüz yüze eğitimin yerini tutamayacağını belirtmişlerdir.

Anahtar Kelimeler:

Acil uzaktan dil eğitimi, Sorunlar, Yabancı Dil, Covid-19

EVALUATION OF EMERGENCY DISTANCE LANGUAGE EDUCATION: PERSPECTIVES OF ELT STUDENTS

The purpose of this study is to investigate the views of language students on Emergency Distance Language Education (EDLE) during Covid-19 pandemic. The current study specifically aimed to reveal the perspectives of ELT students on EDLE in terms of its suitability, effectiveness, teachability, and study habits of the learners considering their gender, grade, and time spent on the internet. In addition, this study aimed to reveal problems of EDLE and offer solutions to these problems. The present study employed both qualitative and quantitative research methods. A Likert-type scale and interview forms were used in the data collection process. In addition to the scale, interview forms were used in the data collection process. A total of 116 students took part in the scale. A series of descriptive analysis, T-tests, and One-way ANOVA were used in the analysis of the scale. Content analysis was used for the data collected through interview forms. The results showed that there were no differences in the views of male and female participants on any dimensions of the scale. The only significant difference was found between 2nd and 4th grade participants’ views regarding the personal suitability dimension of the scale. The most frequently stated problems of EDLE were technological difficulties, mental problems, lack of interaction, material problems, and lack of experience. Flexibility of time and place, efficiency of time and money, and opportunity to improve digital literacy skills were stated to be the advantages while lack of self-discipline and self-motivation, lack of teacher-student and student-student interaction, health problems, slow feedback, and technical problems were expressed as disadvantage of distance language teaching. Finally, the students think that distance language teaching can be used as additional material in learning process but cannot replace traditional face-to-face education.

Keywords:

Emergency distance language teaching, Problems, Foreign language, Covid-19,

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