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Üniversitede İngiliz Dili Bölümü Öğrencilerinin Acil Uzaktan Öğrenme, Öğrenen Özerkliği ve Asenkron Video Derslerindeki Ana Dil Kullanımına İlişkin Görüş ve Algılarının Araştırılması

Yıl 2022, Cilt: 39-1 , 161 - 191, 31.12.2022
https://doi.org/10.52597/buje.1077524

Öz

Bu çalışmada, üniversite öğrencilerinin acil uzaktan öğrenme, özbildirim yoluyla belirlenmiş öğrenen özerkliği ve ana dilin (L1) asenkron sınıflarda (önceden kaydedilmiş video derslerinde) kullanımları konusundaki görüş ve algıları incelenmiştir. Katılımcılar ağırlıklı olarak Türkiye'de bir devlet üniversitesinde İngiliz Dili ve Edebiyatı (ELL) okuyan birinci sınıf öğrencilerinden oluşmaktadır. Veriler, kolayda örneklem yöntemi (n = 86) kullanılarak çapraz kesişimli, beş bölümden oluşan web tabanlı bir anket aracılığıyla toplanmıştır. Çalışma, (a) öğrencilerin acil uzaktan öğrenme hakkındaki görüşlerini, (b) onların özbildirimi yoluyla belirlenmiş öğrenen özerkliği düzeylerini, (c) öğrencilerin asenkron video derslerinde öğretim üyelerinin ana dil kullanımına ilişkin görüşlerini, ve (d) bu değişkenlerin birbiriyle nasıl ilişkili olduğunu ve bunun diğer özgeçmiş değişkenleri ile tahmin edilebileceğine dair ilginç bulgular ortaya koymaktadır. Ayrıca nitel sonuçlara göre, öğrencilerin yeni öğrenme deneyimleriyle ilgili görüşleri farklılık gösterdiği görülmüş olup teknik konular, etkileşim eksikliği ve psikolojik problemler çözülmesi gereken en acil konular olarak belirlenmiştir. Öğrencilerin de oldukça özerk olduğu tespit edilmiş ve bunun acil uzaktan öğrenmeye verdikleri puanlarla ilişkili olduğu görülmüştür. Ayrıca, İngiliz Dili ve Edebiyatı öğrencilerinin büyük bir kısmı video derslerinde ana dil kullanımının sınırlı olması koşuluyla kabul edilebilir olduğunu düşünmektedir. Bulguların, yükseköğretim kurumlarında İngilizce anadal eğitimi veren akademisyenlerin yanı sıra öğrenme yönetim sistemi tasarımcılarına da ilgili konularda ışık tutacağı düşünülmektedir.

Kaynakça

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  • Almohaimeed, M. S., & Almurshed, H. M. (2018). Foreign language learners’ attitudes and perceptions of L1 use in L2 classroom. Arab World English Journal, 9(4), 433-446. https://doi.org/10.24093/awej/vol9no4.32
  • Altunay, D. (2013). Language learning activities of distance EFL learners in the Turkish open education system as the indicator of their learner autonomy. Turkish Online Journal of Distance Education-TOJDE, 14(4), 296-307. https://doi.org/10.17718/tojde.30083
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  • Arık, S. (2021). Distance education learning environments during COVID-19 pandemic from student perspectives: A study in Turkish higher education. Journal of Pedagogical Research, 5(2), 103-118. http://doi.org/10.33902/JPR.2021269494
  • Ataş, U., & Sağın-Şimşek, Ç. (2021). Discourse and educational functions of students’ and teachers’ code-switching in EFL classrooms in Turkey. Linguistics and Education, 65. https://doi.org/10.1016/j.linged.2021.100981
  • Bagriacik Yilmaz, A., & Banyard, P. (2020). Engagement in Distance Education Settings: A Trend Analysis. Turkish Online Journal of Distance Education, 21(1), 101-120. https://doi.org/10.17718/tojde.690362
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Exploring English Majors’ Views and Perceptions of Emergency Remote Learning, Learner Autonomy, and L1 Use in Asynchronous Video Lectures

Yıl 2022, Cilt: 39-1 , 161 - 191, 31.12.2022
https://doi.org/10.52597/buje.1077524

Öz

The purpose of the present study was to explore university students’ views and perceptions of emergency remote learning (ERL), their self-reported degree of learner autonomy, and the use of the first language (L1) in asynchronous classes (i.e., pre-recorded video lectures) during their transition to ERL in Spring 2020. The participants were predominantly freshmen students studying English Language and Literature (ELL) at a public university in Turkey. The data was collected via a cross-sectional five-part web-based questionnaire using convenience sampling (n = 86). The study reveals interesting findings regarding (a) students’ views about ERL, (b) their self-reported degree of learner autonomy, (c) their views about lecturers’ L1 use in asynchronous video lectures, and (d) whether and how these variables are interrelated and can be predicted by background variables. The qualitative findings further suggest that students hold mixed opinions regarding their new learning experience and mention the technical issues, lack of contact, and psychological problems as the most urgent issues to be addressed. Students were also found to be quite autonomous, and this was correlated with ERL ratings. Additionally, a majority of the ELL students considered the use of L1 in video lectures acceptable as long as it was limited. The findings are likely to inform the academicians who teach English majors at higher education institutions as well as learning management system designers by providing them with various insights.

Kaynakça

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology 2(1), 45-51. https://doi.org/10.33902/jpsp.2020261309
  • Adu, P. (2019). A step-by-step guide to qualitative data coding. Routledge.
  • Alan, Y., Biçer, N., & Can, F. (2020). Perspectives of pre-service teachers on distance education: Covid-19 process. Revista Argentina de Clínica Psicológica, 29(5), 1972-1984. https://doi.org/10.24205/03276716.2020.1193
  • Almohaimeed, M. S., & Almurshed, H. M. (2018). Foreign language learners’ attitudes and perceptions of L1 use in L2 classroom. Arab World English Journal, 9(4), 433-446. https://doi.org/10.24093/awej/vol9no4.32
  • Altunay, D. (2013). Language learning activities of distance EFL learners in the Turkish open education system as the indicator of their learner autonomy. Turkish Online Journal of Distance Education-TOJDE, 14(4), 296-307. https://doi.org/10.17718/tojde.30083
  • Andrade, M. S., & Bunker, E. L. (2009). A model for self‐regulated distance language learning. Distance Education, 30(1), 47-61. https://doi.org/10.1080/01587910902845956
  • Arık, S. (2021). Distance education learning environments during COVID-19 pandemic from student perspectives: A study in Turkish higher education. Journal of Pedagogical Research, 5(2), 103-118. http://doi.org/10.33902/JPR.2021269494
  • Ataş, U., & Sağın-Şimşek, Ç. (2021). Discourse and educational functions of students’ and teachers’ code-switching in EFL classrooms in Turkey. Linguistics and Education, 65. https://doi.org/10.1016/j.linged.2021.100981
  • Bagriacik Yilmaz, A., & Banyard, P. (2020). Engagement in Distance Education Settings: A Trend Analysis. Turkish Online Journal of Distance Education, 21(1), 101-120. https://doi.org/10.17718/tojde.690362
  • Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439. https://doi.org/10.3102/00346543074003379
  • Bolliger, D. U., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116. https://doi.org/10.1080/01587910902845949
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., . . .Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Breeze, R., & Roothooft, H. (2021). Using the L1 in university-level EMI: Attitudes among lecturers in Spain. Language Awareness, 30(2), 195-215. https://doi.org/10.1080/09658416.2021.1903911
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (2nd ed.). Lawrence Erlbaum Associates Publishers.
  • Conway, J. M., & Huffcutt, A. I. (2003). A review and evaluation of exploratory factor analysis practices in organizational research. Organizational Research Methods, 6, 147-168. https://doi.org/10.1177/1094428103251541
  • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402-423. Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134.
  • Dinçer, P. (2021). Emergency remote teaching and learning behind the screen: A case study on the perspectives of freshman ELT students and their instructors. [Master’s Thesis]. Anadolu University. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4.
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  • Karakuş, N., Ucuzsatar, N., Karacaoğlu, M. Ö., Esendemir, N., & Bayraktar, D. (2020). Turkish teacher candidates’ views on distance education. RumeliDE Journal of Language and Literature Studies, 19, 220-241. https://doi.org/10.29000/rumelide.752297
  • Karim, M. R., & Hasan, M. (2020). Virtual classes during COVID-19 pandemic in tertiary level in Saudi Arabia: Challenges and prospects from the students’ perspective. Asian EFL journal, 27(51), 205-219.
  • Kirmizi, Ö. (2015). The influence of learner readiness on student satisfaction and academic achievement in an online program at higher education. Turkish Online Journal of Educational Technology, 14(1), 133-142.
  • Köylü, Z. (2018). The use of L1 in the tertiary L2 classroom: Code-switching factors, functions, and attitudes in Turkey. Electronic Journal of Foreign Language Teaching, 15(2), 271-289.
  • Lapitan, L., Jr., Tiangco, C. E., Sumalinog, D., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131. https://doi.org/10.1016/j.ece.2021.01.012
  • LaPointe, L., & Reisetter, M. (2008). Belonging online: Students’ perceptions of the value and efficacy of an online learning community. International Journal on E-learning, 7(4), 641-665.
  • Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21.
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  • Loewen, S., & Gonulal, T. (2015). Exploratory factor analysis and principal components analysis. In L. Plonsky (Ed.), Advancing quantitative methods in second language research (pp. 182-212). Routledge.
  • Macaro, E. (2017). Students’ strategies in response to teachers’ second language explanations of lexical items. The Language Learning Journal, 45, 352-367. https://doi.org/10.1080/09571736.2014.905971
  • Macaro, E., Tian, L., & Chu, L. (2018). First and second language use in English medium instruction contexts. Language Teaching Research, 24(3), 382-402. https://doi.org/10.1177/1362168818783231
  • Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in higher education, 35(3), 351-359. https://doi.org/10.1080/03075070903502703
  • MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84. https://doi.org/10.1037/1082-989X.4.1.84
  • McMillan, B., & Turnbull, M. (2009). Teachers’ use of the first language in french immersion: Revisiting a core principle. In M. Turnbull & J. Dailey-O’Cain (Eds.), First Language Use in Second and Foreign Language Learning (pp. 15-34). Multilingual Matters.
  • Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135.
  • Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76-88.
  • Moore, M. G. (2019). The theory of transactional distance. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 32-46). Routledge.
  • Niemiec, C., & Ryan, R. (2009). Autonomy, competence, and relatedness in the classroom. Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318
  • Ozer, O., & Yukselir, C. (2021). ‘Am I aware of my roles as a learner?’ the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners. Language Awareness, 1-20. https://doi.org/10.1080/09658416.2021.1936539
  • Öz, H., & Karaazmak, F. (2019). L2 Learners’ Perceptions of Using L1 in EFL Classrooms. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, (42), 213-222. https://doi.org/10.21497/sefad.675180
  • Öztürk Karataş, T., & Tuncer, H. (2020). Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education. Sustainability, 12(19), 8188. https://doi.org/10.3390/su12198188
  • Özüdoğru, F., & Hişmanoğlu, M. (2016). Views of freshmen students on foreign language courses delivered via e-learning. Turkish Online Journal of Distance Education, 17(1), 31-47. https://doi.org/10.17718/tojde.18660
  • Perveen, A. (2016). Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis, 8(1), 21-39. http://dx.doi.org/10.5944/openpraxis.8.1.212
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  • Therisa Beena, K. K., & Sony, M. (2022). Student workload assessment for online learning: An empirical analysis during covid-19. Cogent Engineering, 9(1), 2010509. https://doi.org/10.1080/23311916.2021.2010509
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Toplam 90 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm COVID-19 Pandemisi Esnasında Uzaktan Öğretim/Öğrenim Özel Sayısı: Zorluklar ve Yanıtlar
Yazarlar

Burcu Gökgöz Kurt 0000-0001-7169-2890

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 39-1

Kaynak Göster

APA Gökgöz Kurt, B. (2022). Exploring English Majors’ Views and Perceptions of Emergency Remote Learning, Learner Autonomy, and L1 Use in Asynchronous Video Lectures. Bogazici University Journal of Education, 39-1, 161-191. https://doi.org/10.52597/buje.1077524

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