Covid-19 uzaktan eğitim sürecinde çevrimiçi İngilizce dersleri sırasında aile özelliklerinin iletişim kaygısı üzerindeki etkisi

COVID-19 salgını, birçok ülkede halk sağlığını korumak için yüz yüze eğitimin iptal edildiği eğitim sistemlerinde ciddi bir dönüşüme sebep olmuştur. Bu dönüşümle birlikte öğrencilerin evleri birer sınıf haline geldi ve aileler kendilerini daha önce hiç olmadığı kadar örgün eğitimin ortasında buldular. Bu çalışma, çevrimiçi yabancı dil dersleri sırasında aile birey sayısının Yabancı Dil Olarak İngilizce (EFL) iletişim endişesi (CA) üzerindeki etkisini incelemeyi amaçlamaktadır. Nicel kısma 223 öğrenci katılırken, nitel prosedürler için 37 öğrenci ile yarı yapılandırılmış görüşmeler yapılmıştır. İlk nicel bulgular, çevrimiçi İngilizce derslerinde düşük ila orta düzeyde sözlü katılım oranı olduğunu göstermiştir. Diğer nicel bulgular ise, bir ailedeki üye sayısının çevrimiçi İngilizce derslerindeki iletişim endişesine etki ettiğini ortaya koymuştur. Araştırmanın ikinci bölümünde ise, elde edilen nitel bulgular çevrimiçi İngilizce dersler esnasında öğrencilerin en çok ailenin en küçük bireyleri tarafından rahatsız edildiklerini ortaya çıkarmıştır. Aile hayatıyla ilgili diğer rahatsızlıklar ise dışarıdan gelen gürültüler (konuklar, sokak gürültüsü vb.) ve ev içi sorumluluklardır (yemek pişirme, temizlik, iş vb.). Ebeveynlerin ve yaşça büyük üyelerin çevrimiçi İngilizce derslerde iletişim endişesine pek fazla etkisi olmadığı göülmüştür. Sonuçlar, pedagojik çıkarımlarla birlikte uzaktan eğitim, aile ve iletişim endişesi açısından tartışılmıştır.

Anahtar Kelimeler:

Acil uzaktan eğitim, yabancı dil olarak İngilizce, iletişim kaygısı, aile

The effect of family characteristics on communication apprehension during online EFL courses in the Covid-19 remote education period

The covid-19 pandemic has caused a dramatic transformation in education systems in which face-to-face education was canceled to protect public health in many countries. Homes of the learners turned into classrooms and families have found themselves in the middle of formal education more than ever before. This study aimed to examine the effect of family size on English as a Foreign Language (EFL) communication apprehension (CA) during online foreign language courses. 223 learners of EFL participated in the quantitative part while 37 learners were interviewed for the qualitative procedures. The initial quantitative results indicated a low to moderate oral participation rate in the online EFL courses. The further quantitative findings showed that the number of members in a family predicted CA in online language courses. In the second part of the study, the qualitative results revealed that younger members of the family interrupted the online courses most. Other distractors related to family life were external noises (i.e. guests, street noise) and domestic responsibilities (i.e. cooking, cleaning, working). Parents and elder members of the family were found to have a minimal effect on CA during online courses. The results were discussed in terms of remote education, family, and CA along with pedagogical implications.

Keywords:

Emergency remote education, EFL, communication apprehension, family,

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