Açık ve Uzaktan İngilizce Öğretim Modellerinin Yapısı: Bir Devam Çalışması 2018-2023

Year 2024, Volume: 14 Issue: 1, 84 - 92, 30.04.2024

Soner Sözler

https://doi.org/10.5961/higheredusci.1364045

Abstract

Son yıllarda, Açık ve Uzaktan Öğrenmenin (AUÖ) yaygın olarak benimsenmesi, eğitimde, özellikle de İngilizce öğretiminde devrim
yaratmıştır. AUÖ, eğitim kaynaklarına erişimi demokratikleştirmiş ve coğrafi sınırların ötesinde öğrenciler ve eğitmenler arasındaki publicaetkileşimi
mümkün kılmıştır. Bu çalışma, 2018-2023 yılları arasında yayınlanan makalelere odaklanarak, İngilizce öğretiminde AUÖ
modellerinin yaygın yapılarını araştırmak için sistematik bir literatür taraması yaklaşımı kullanmaktadır. Çalışmaları yönetim, iletişim,
öğrenme, teknoloji ve değerlendirme olmak üzere beş boyuta göre kategorize eden çalışma, literatürdeki ortak temaları ve örüntüleri
tanımlamaktadır.
1990-2017 yıllarını kapsayan önceki bir çalışmayla karşılaştırıldığında, bu araştırma, uzaktan eğitimin gelişen manzarasını ortaya
çıkarmakta ve sürekli araştırma ve iyileştirme ihtiyacının altını çizmektedir. Çalışma, ODL aracılığıyla Yabancı Dil Olarak İngilizce (EFL)
eğitimi için makro düzeyde bir yönetim modelinin eksikliğini vurgulamakta ve bu alanda gelecekteki araştırmaları teşvik etmektedir.
Ayrıca bulgular, öğrenci katılımını artırmak için çeşitli iletişim modellerinden yararlanmanın önemini vurgulamaktadır. Otonom
öğrenme modellerine doğru bir kayma gözlenmekte, bu da etkili öz-yönelimli öğrenme deneyimlerini destekleyen stratejilerin daha fazla
araştırılmasını gerektirmektedir.
Teknoloji entegrasyonu, web tabanlı, bilgisayar destekli ve mobil öğrenme sistemlerine odaklanarak baskın bir tema olarak ortaya
çıkmaktadır. Bununla birlikte çalışma, günümüz trendlerine uygun olarak mobil ve oyun tabanlı öğrenme gibi yenilikçi yaklaşımları
da savunmaktadır. Çeşitli değerlendirme yöntemlerinin benimsenmesi, bireysel farklılıkların tanındığını göstermekte ve öğrencinin
ilerlemesine ilişkin kapsamlı bir bakış açısına duyulan ihtiyacın altını çizmektedir.
Sonuç olarak, bu kapsamlı analiz İngilizce dil eğitiminde AUÖ modellerinin ilerletilmesi için bir yol haritası sunmaktadır. Eğitimciler
ve araştırmacılar, yönetimdeki eksiklikleri gidererek, iletişim stratejilerini optimize ederek, otonom öğrenmeyi teşvik ederek, en yeni
teknolojileri keşfederek ve değerlendirme uygulamalarını iyileştirerek AUÖ yoluyla İngilizce öğretiminin kalitesini ve erişilebilirliğini
artırabilirler. Bu çalışma, İngilizce dil eğitimi bağlamında AUÖ modellerine ilişkin anlayış ve uygulamalarını geliştirmek isteyenler için
önemli bir bilgi sağlama özelliğine sahiptir.

Keywords

Açık ve uzaktan ingilizce öğretimi, Sistematik alan yazın taraması, Devam çalışması

The Structure of Open and Distance English Language Teaching Models: A Follow Up Study 2018 – 2023

Abstract

In recent years, the widespread adoption of Open and Distance Learning (ODL) has revolutionized education, especially English
language teaching. ODL has democratized access to educational resources and enables interaction between students and instructors across
geographical boundaries. Moreover, technology integration has emerged as a dominant theme, with a focus on web-based, computeraided,
and mobile-learning systems. However, the study advocates for innovative approaches, such as mobile and game-based learning,
aligning with contemporary trends. The adoption of various evaluation methods shows the recognition of individual differences and
underscores the need for a comprehensive view of learner progress.
This research employs a systematic approach to review literature and investigate the common structures of ODL models for teaching the
English language, focusing on articles published between 2018 and 2023. This study categorizes studies based on five macro dimensions
of ODL —management, communication, learning, technology, and evaluation—in order to identify common themes and patterns within
the literature.
In contrast to a previous study spanning 1990 to 2017, this investigation uncovers the evolving landscape of distance education,
underscoring the need for continued research and improvement. This research emphasizes the lack of a comprehensive management
model for EFL education delivered through ODL, and suggests the need for further investigation in this domain. Moreover, the findings
emphasize the significance of leveraging diverse communication models to enhance learner engagement. A shift towards autonomous
learning models is observed, demanding further investigation into strategies that support effective self-directed learning experiences.
In conclusion, this comprehensive analysis provides a roadmap for advancing ODL models in English-language education. To enhance the
quality and accessibility of English language instruction in ODL, educators and researchers can concentrate on addressing management
gaps, optimizing communication strategies, promoting autonomous learning, exploring advanced technologies, and refining evaluation
approaches. This research offers a rich repository of knowledge for educators, researchers, and academic institutions that wish to deepen
their comprehension and practical application of ODL approaches in the domain of English language instruction

Keywords

Open and distance english language teaching, Systematic literature review, Follow up study

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