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Yükseköğretim İngilizce Hazırlık Öğretim Programında Program Esnekliğinin İncelenmesi

Year 2024, Volume: 25 Issue: 1, 15 - 29, 31.03.2024
https://doi.org/10.12984/egeefd.1327042

Abstract

Bu araştırmada bir yükseköğretim kurumunda hazırlık yabancı dil öğretim programının hazırlanması ve öğretim etkinliklerinin uygulanması aşamalarında öğretim elemanlarının deneyimlerine ilişkin görüşleri incelenmiş ve program esnekliğini nasıl sağladıkları belirlenmeye çalışılmıştır. Literatürdeki esnek öğretim programı ve esnek öğrenme kavramlarının tanımlarından ve açıklamalarından yararlanılarak öğretim elemanlarının deneyimleri, onların görüşleri doğrultusunda yorumlanmaya çalışılmıştır. Araştırma sorularına yanıt aramak için nitel araştırma türlerinden biri olan olgu bilim deseninden yararlanılmıştır. Araştırmanın katılımcıları ölçüt örnekleme yöntemi ile belirlenen yedi öğretim elemanından oluşmaktadır. Araştırma verileri odak grup görüşmesi yoluyla toplanmıştır. Araştırmacılar tarafından hazırlanan yapılandırılmış görüşme formuyla elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırma sonuçları genel olarak değerlendirildiğinde; araştırmaya katılan öğretim elemanlarının yabancı dil programının hazırlanması sürecindeki kararlarda öğrenci katılımını sağladıkları, gerektiğinde öğrenci ilgi ve ihtiyaçlarına göre öğrenme etkinliklerinde değişiklikler yaptıkları belirlenmiştir. Öğretim elemanlarının öğrenci katılımını destekleyici öğrenme ortamları sunmaları, öğrenme sürecini ders dışı etkinliklerle zenginleştirmeleri onların esnek program anlayışına sahip olduklarını göstermektedir. Diğer yandan öğretim elemanlarının iş yükü ve öğrencilerin ders dışı etkinliklere katılma konusundaki isteksizliği yabancı dil öğretiminde bazı etkinliklerin beklenen düzeyde uygulanamamasına neden olmaktadır. Sonuç olarak, öğretim elemanlarının görüşlerine göre yabancı dil öğretim programında öğrencilerin ilgi, ihtiyaç ve beklentilerini karşılamak için yapılan esnek program uygulamalarının öğrenci katılımını, motivasyonunu, özgüvenini ve öğrenme sorumluluğunu arttırmada olumlu etkileri bulunduğu belirlenmiştir.

References

  • Akbaba, S. (2006). Eğitimde motivasyon. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343-361.
  • Baş, G. ve Beyhan, Ö. (2013). Effects of learning styles based instruction on academic achievement, retention level and attitudes towards English course. Ankara University, Journal of Educational Sciences, 46(2), 133-158. doi: 10.1501/Egifak_0000001298
  • Casey, J., & Wilson, P. (2005). A practical guide to providing flexible learning in further and higher education. Quality Assurance Agency for Higher Education Scotland, Glasgow. Available online at: http//www.enhancementthemes.ac.uk/documents/flexibleDelivery/FD_Flexible_Learning_JCaseyFINALWEB. pdf [accessed 15 November 2010].
  • Collis, B., & Moonen, J. (2001). Flexible learning in a digital world : experiences and expectations. London: Kogan Page.
  • Czerkawski, B., & Berti, M. (2020). Language learning in the 21st century: current status and future directions. In B. Dupuy & M. Grosbois (Eds). Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century (pp. 11-35). Research-publishing.net.
  • Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. VA: Stylus Publishing.
  • Dupuy, B., & Grosbois, M. (2020). Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net.
  • Ergür, D. O. (2002). Yabancı dil öğreniminde motivasyon kaynakları. Eğitim ve Bilim 27(126), 38-42.
  • Gömleksiz, M. N. ve Bozpolat, E. (2012). İlköğretimde yabancı dil öğreniminde öğrenen özerkliği. Zeitschrift für die Welt der Türken/Journal of World of Turks, 4(3), 95-114.
  • Hill, J. R. (2006). Flexible learning environments: Leveraging the affordances of flexible delivery and flexible learning. Innovative Higher Education, 31(3), 187–197. doi: 10.1007/s10755-006-9016-6
  • Jackson, J. (2019). Balancing prescriptiveness and flexibility in the school curriculum. Australian Council for Educational Research. https://research.acer.edu.au/nswcurriculumreview/4
  • Jonker, H., März, V., & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), 68-84. doi: 10.14742/ajet.4926
  • Labetoulle, A. (2020). Questioning the notion of ‘professionalisation’: LANSOD contexts and the specific case of a musicology undergraduate programme. In B. Dupuy & M. Grosbois (Eds). Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century (pp. 71-98). Research-publishing.net.
  • Li, K. C., & Wong B. Y. Y. (2018). Revisiting the definitions and implementation of flexible learning. In K. Li, K. Yuen & B. Wong (Eds.), In Innovations in open and flexible education (pp. 3-13). Singapore: Springer.
  • Liew, J., & McTigue, E. (2010). Educating the whole child: The role of social and emotional development in achievement and school success. In L. E., Kattington (Eds). Handbook of Curriculum Development. Eds., New York:Nova Science Publishers
  • Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
  • Manke, M. P. (1997). Classroom power relations: Understanding student-teacher interaction. London: Lawrence Erlbaum Associates.
  • Marvasti, A. B. (2004). Qualitative research in sociology. London: SAGE Publication.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
  • Moore, K. D. (2015). Effective instructional strategies : from theory to practice. Los Angeles :Sage Publications.
  • Myers, C. (1990). Sharing the power: Facilitating learner independence in the adult ESL classroom. TESL Canada Journal, 8(1), 77-86.
  • Nakata, Y. (2010). Towards a framework for self-regulated language-learning. TESL Canada Journal, 27(2), 1–10. Retrieved from http://www.teslcanadajournal.ca/index.php/tesl/article/view/1047. Doi: 10.18806/tesl.v27i2.1047
  • Nikolova, I., & Collis, B. (1998). Flexible learning and design of instruction. British Journal of Educational Technology, 29, 1, 59–72. Ornstein, A.C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Issues. Toronto: Pearson.
  • Özenici, S. ve Arslan, A. (2017). Perceptions and views of language instructors over teachers’ autonomy. The Journal of International Education Science, 4(12), 297-305.
  • Pacheco, E., & Soares, L. (2019). Curriculum Flexibility -The Power Of Geography in Prmary And Secondary Education. (Paper Presentation). II. International Congress on Geographical Education (ICGE/UCEK-2019), Eskişehir, Turkey
  • Posner, G. J. (2004). Analyzing the curriculum. McGraw-Hill, Inc.
  • Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 1–12.
  • Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: The University of Chicago Press.
  • Şan, İ. ve Türegün Çoban, B. (2021). Farklılaştırılmış öğretimin İngilizce dersinde akademik başarıya etkisi. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 11(1), 184-191.
  • Taylor, P. G. (2000). Changing expectations: Preparing students for flexible learning. International Journal for Academic Development, 5(2), 107-115.
  • Tucker, R., & Morris, G. (2011). Anytime, anywhere, anyplace: Articulating the meaning of flexible delivery in built environment education. British Journal of Educational Technology, 42(6), 904–915.
  • Van Manen, M. V. (2016). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge.
  • Weimer, M. (2002). Learner centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
  • Wiles, J., & Bondi, J. (2014). Curriculum Development: A Guide to Practice with Enhanced Pearson eText (9th Edition) Allyn & Bacon Educational Leadership Series.
  • Zhang, Z. (2022). Learner engagement and language learning: a narrative inquiry of a successful language learner. The Language Learning Journal, 50(3), 378-392. doi: 10.1080/09571736.2020.1786712

Investigating the Curriculum Flexibility of An English Preparatory Programme in Higher Education

Year 2024, Volume: 25 Issue: 1, 15 - 29, 31.03.2024
https://doi.org/10.12984/egeefd.1327042

Abstract

This study aims to investigate the experiences of foreign language instructors to ensure curriculum flexibility in designing and implementing a foreign language curriculum. Drawing upon the literature on flexible learning and flexible curriculum, their experiences of the language curriculum were elucidated in line with their opinions on flexible curriculum. Phenomenological research best fitted the study as a research design. The participants of the study consisted of seven language instructors recruited by criterion sampling method. The data were collected through a focus-group interview. Content analysis method was used to analyze the data obtained through semi-structured interview forms. The results of the research reveal that the instructors enabled the students to participate in the language curriculum design, and modified the learning tasks based on those students’ needs and interests. Having created supportive learning environments for learner engagement and used extra-curricular activities to enhance learning, the instructors were observed to have insights into flexible curriculum. However, struggling with the workload and reluctance of students to participate in extra-curricular activities resulted in some disruptions to the implementation of flexible learning and curriculum activities effectively. In conclusion, curricular flexibility, which aims to meet students’ needs, interests, and expectations, has been found to affect learner engagement, motivation, self-confidence, and learning responsibility positively.

References

  • Akbaba, S. (2006). Eğitimde motivasyon. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343-361.
  • Baş, G. ve Beyhan, Ö. (2013). Effects of learning styles based instruction on academic achievement, retention level and attitudes towards English course. Ankara University, Journal of Educational Sciences, 46(2), 133-158. doi: 10.1501/Egifak_0000001298
  • Casey, J., & Wilson, P. (2005). A practical guide to providing flexible learning in further and higher education. Quality Assurance Agency for Higher Education Scotland, Glasgow. Available online at: http//www.enhancementthemes.ac.uk/documents/flexibleDelivery/FD_Flexible_Learning_JCaseyFINALWEB. pdf [accessed 15 November 2010].
  • Collis, B., & Moonen, J. (2001). Flexible learning in a digital world : experiences and expectations. London: Kogan Page.
  • Czerkawski, B., & Berti, M. (2020). Language learning in the 21st century: current status and future directions. In B. Dupuy & M. Grosbois (Eds). Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century (pp. 11-35). Research-publishing.net.
  • Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. VA: Stylus Publishing.
  • Dupuy, B., & Grosbois, M. (2020). Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net.
  • Ergür, D. O. (2002). Yabancı dil öğreniminde motivasyon kaynakları. Eğitim ve Bilim 27(126), 38-42.
  • Gömleksiz, M. N. ve Bozpolat, E. (2012). İlköğretimde yabancı dil öğreniminde öğrenen özerkliği. Zeitschrift für die Welt der Türken/Journal of World of Turks, 4(3), 95-114.
  • Hill, J. R. (2006). Flexible learning environments: Leveraging the affordances of flexible delivery and flexible learning. Innovative Higher Education, 31(3), 187–197. doi: 10.1007/s10755-006-9016-6
  • Jackson, J. (2019). Balancing prescriptiveness and flexibility in the school curriculum. Australian Council for Educational Research. https://research.acer.edu.au/nswcurriculumreview/4
  • Jonker, H., März, V., & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), 68-84. doi: 10.14742/ajet.4926
  • Labetoulle, A. (2020). Questioning the notion of ‘professionalisation’: LANSOD contexts and the specific case of a musicology undergraduate programme. In B. Dupuy & M. Grosbois (Eds). Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century (pp. 71-98). Research-publishing.net.
  • Li, K. C., & Wong B. Y. Y. (2018). Revisiting the definitions and implementation of flexible learning. In K. Li, K. Yuen & B. Wong (Eds.), In Innovations in open and flexible education (pp. 3-13). Singapore: Springer.
  • Liew, J., & McTigue, E. (2010). Educating the whole child: The role of social and emotional development in achievement and school success. In L. E., Kattington (Eds). Handbook of Curriculum Development. Eds., New York:Nova Science Publishers
  • Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
  • Manke, M. P. (1997). Classroom power relations: Understanding student-teacher interaction. London: Lawrence Erlbaum Associates.
  • Marvasti, A. B. (2004). Qualitative research in sociology. London: SAGE Publication.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
  • Moore, K. D. (2015). Effective instructional strategies : from theory to practice. Los Angeles :Sage Publications.
  • Myers, C. (1990). Sharing the power: Facilitating learner independence in the adult ESL classroom. TESL Canada Journal, 8(1), 77-86.
  • Nakata, Y. (2010). Towards a framework for self-regulated language-learning. TESL Canada Journal, 27(2), 1–10. Retrieved from http://www.teslcanadajournal.ca/index.php/tesl/article/view/1047. Doi: 10.18806/tesl.v27i2.1047
  • Nikolova, I., & Collis, B. (1998). Flexible learning and design of instruction. British Journal of Educational Technology, 29, 1, 59–72. Ornstein, A.C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Issues. Toronto: Pearson.
  • Özenici, S. ve Arslan, A. (2017). Perceptions and views of language instructors over teachers’ autonomy. The Journal of International Education Science, 4(12), 297-305.
  • Pacheco, E., & Soares, L. (2019). Curriculum Flexibility -The Power Of Geography in Prmary And Secondary Education. (Paper Presentation). II. International Congress on Geographical Education (ICGE/UCEK-2019), Eskişehir, Turkey
  • Posner, G. J. (2004). Analyzing the curriculum. McGraw-Hill, Inc.
  • Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 1–12.
  • Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: The University of Chicago Press.
  • Şan, İ. ve Türegün Çoban, B. (2021). Farklılaştırılmış öğretimin İngilizce dersinde akademik başarıya etkisi. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 11(1), 184-191.
  • Taylor, P. G. (2000). Changing expectations: Preparing students for flexible learning. International Journal for Academic Development, 5(2), 107-115.
  • Tucker, R., & Morris, G. (2011). Anytime, anywhere, anyplace: Articulating the meaning of flexible delivery in built environment education. British Journal of Educational Technology, 42(6), 904–915.
  • Van Manen, M. V. (2016). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge.
  • Weimer, M. (2002). Learner centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
  • Wiles, J., & Bondi, J. (2014). Curriculum Development: A Guide to Practice with Enhanced Pearson eText (9th Edition) Allyn & Bacon Educational Leadership Series.
  • Zhang, Z. (2022). Learner engagement and language learning: a narrative inquiry of a successful language learner. The Language Learning Journal, 50(3), 378-392. doi: 10.1080/09571736.2020.1786712
There are 35 citations in total.

Details

Primary Language Turkish
Subjects Language Studies (Other)
Journal Section Articles
Authors

Eylem Oruç 0000-0003-2707-8986

Sevilay Aydemir 0000-0002-8167-7544

Early Pub Date March 28, 2024
Publication Date March 31, 2024
Published in Issue Year 2024 Volume: 25 Issue: 1

Cite

APA Oruç, E., & Aydemir, S. (2024). Yükseköğretim İngilizce Hazırlık Öğretim Programında Program Esnekliğinin İncelenmesi. Ege Eğitim Dergisi, 25(1), 15-29. https://doi.org/10.12984/egeefd.1327042