WEB 2.0 ARAÇLARI YOLUYLA DİL ÖĞRETİMİ: İNGİLİZCE ÖĞRETMEN ADAYLARININ TUTUMLARI

Bu araştırma, yabancı dil öğretmeni adaylarının dil öğretim sürecinde Web 2.0 araçlarını kullanmaya yönelik tutumlarını cinsiyet, aile gelir düzeyleri ve sınıflar açısından incelemeyi amaçlamıştır. Kullanılan araştırma araçları ve veriler yönünden, araştırma betimsel tarama modeline bir örnektir. Katılımcılar Türkiye’deki devlet üniversitelerinde okuyan 1. sınıf ve 4. sınıf İngilizce Öğretmenliğinde okuyan öğretmen adaylarından oluşmaktadır. Veri toplama aracı olarak Hartshorne ve Ajjan (2009) tarafından geliştirilen “Web 2.0 Araçları Tutum Ölçeğinin” uyarlanmış hali kullanılmıştır. Veri toplama sürecinde ölçek toplam 60 öğrenciye uygulanmıştır. Bulgular, gruplar arasında cinsiyet veya aile geliri açısından istatistiksel olarak anlamlı bir fark olmamasına rağmen, öğrencilerin kayıt oldukları akademik yılla ilgili sonuçlarda eşitsizlikler olduğunu göstermiştir. Sonuç olarak, öğrencilerin yabancı dil öğretiminde Web 2.0 teknolojilerini benimseme konusunda ne hissettikleri üzerinde hem cinsiyetin hem de sosyoekonomik durumun herhangi bir etkisi olmadığı, ancak öğrencilerin bu eğilime yönelik tutumlarının akademik kariyerleri boyunca daha iyi yönde değiştiği gözlemlenmiştir. Bu nedenle, Web 2.0 teknolojilerinin üniversite eğitiminin erken aşamalarında sınıflara tanıtılması önerildi.

Anahtar Kelimeler:

Hizmet Öncesi, İngilizce Öğretmenliği, Web 2.0, Tutum

LANGUAGE TEACHING THROUGH WEB 2.0 TOOLS: ATTITUDES OF PRE-SERVICE TEACHERS OF ENGLISH

The purpose of this research was to investigate how gender, socioeconomic status, and year of study influenced the perspectives of prospective language teachers on the use of Web 2.0 technologies in language teaching. This research is an example of descriptive survey model. The participants consisted of 1st and 4th grade pre-service ELT teachers from a state university in Turkey. The data was gathered using an adapted version of the "Web 2.0 Attitude Scale" by Hartshorne and Ajjan (2009). The findings showed that although there were no statistically significant differences between the groups with respect to gender or family income, there were disparities in the outcomes related to the students' academic year of enrolment. As a consequence, neither gender nor socioeconomic status had any impact on how students felt about adopting Web 2.0 technologies in foreign language instruction, but that students' attitudes towards this trend changed for the better throughout the course of their academic careers. It was suggested that Web 2.0 technologies be introduced into the classroom at earlier stages of university education.

Keywords:

Pre-service, ELT, Web 2.0, Attitude,

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