Supplementary Online Study Platform for an Oral Communication Skills Course: Implementation, Evaluation and Suggestions

The purpose of this study is to explore how first-year candidate teachers of English make use of an online support to their EFL oral communication courses. The online support consists of asynchronous speaking and listening activities designed to be completed outside the classroom as a supplementary material. The findings of the study suggest that online support has potentials as a supplementary independent study tool to support oral communication courses. The participants preferred speaking activities to listening activities. Participants could do most Speak Only activities, namely individual discussion, prompted speech and situational talk without any preparation, except for vocabulary related activities and integrated speaking activities, which required preparation. Integrated speaking-listening activities demanded prior mental or physical preparation. The frequency and extent of preparation varied across participants, yet the participants employed a variety of preparation strategies, including brainstorming, verbatim script writing, contextualization, and keywords as prompts. Listen and respond could easily be completed by noting new words and listening to the recording a couple of times, whereas integrated listening-speaking activities required intensive listening and note taking. The participants used the activities in the online support mainly to expand the learning that takes place in the classroom and to revise the relevant content. Previewing was another reason to use the activities; however, it was not as common as the other two purposes.

Türkçe Başlık: Sözlü İletişim Becerileri Dersi için Çevrimiçi Destek Uygulaması

Bu çalışmanın amacı birinci sınıf İngilizce Öğretmenliği öğrencilerinin Sözlü İletişim Becerileri II dersinde kullanılmak üzere hazırlanan asenkron konuşma ve dinleme etkinliklerinden oluşan bir çevrimiçi destek uygulamasını nasıl kullandıklarını araştırmaktır. Çevrimiçi destek uygulaması için hazırlanan etkinlikleri katılımcıların ders dışında destek materyal olarak kullanmaları hedeflenmiştir. Bu amaç doğrultusunda, araştırma modeli olarak durum çalışması benimsenmiştir. Araştırma bulguları, çevrimiçi destek uygulamasının Sözel İletişim Becerileri dersini desteklemek için tamamlayıcı bağımsız çalışma aracı olabileceğini göstermiştir. Katılımcılar konuşma etkinliklerini dinleme anlama etkinliklerine tercih etmiştir. Çoğu bireysel tartışma, hazırlıklı konuşma ve duruma dayalı konuşma tarzı hazırlanan konuşma etkinlikler herhangi bir ön hazırlık yapılmadan tamamlanmıştır. Bütünleşik konuşma etkinlikleri ve kelime etkinlikleri tamamlamak için katılımcılar ön hazırlık yapmıştır. Ön hazırlığın yapılma sıklığı ve yoğunluğu katılımcıdan katılımcıya fark göstermekle birlikte, katılımcılar beyin fırtınası, kelime kelimesine hazır metin hazırlama, bağlam içinde sunma ve hatırlatıcı anahtar sözcük üzerinden anlatım gibi farklı hazırlık stratejileri kullanmışlardır. Dinle ve cevap türü dinleme anlama etkinlikleri birkaç dinleme sonrasında sadece anahtar sözcükler not edilerek tamamlanabilirken, bütünleşik dinleme-anlama etkinlikleri için detaylı dinleme ve not alma gerekmektedir. Katılımcıların çevrimiçi destek uygulamasındaki etkinlikleri yapma amaçları ise derste öğrendiklerini genişletmek ve ders dışında da konuları tekrar edebilmek olarak özetlenebilir. Derse hazırlanma diğer bir kullanma biçimi olmakla beraber, tekrar kadar yaygın değildir.

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