Academic Listening and Reading Problems in the Mother Tongue: Why Don’t Undergraduate Students Understand?

Abstract

This study aims to identify the academic listening and reading challenges undergraduate students face in their mother tongue. The study was designed following a qualitative approach, and the opinions of forty-three students and five faculty members, along with daily logs and observations, were evaluated. The data were analyzed using the content analysis technique. The findings indicate that students emphasized that faculty members’ reliance on reading directly from slides makes their teaching styles monotonous. Moreover, since slides are perceived as pre-prepared materials, students tend to disengage from active listening in class. Additionally, difficulties in organizing large amounts of scattered information and deficiencies in note-taking skills emerged as notable challenges in academic listening. Regarding academic reading, students reported struggling with access to academic texts, the complex language of these texts, and identifying key information within them. As a solution to these issues, there is a need for supportive training to enhance students' academic listening and reading skills.

Keywords

• Academic listening
• academic reading
• academic language
• undergraduate education

Ana Dilinde Akademik Dinleme ve Okuma Sorunları: Lisans Öğrencileri Neden Anlamıyor?

Abstract

Bu araştırmanın amacı, lisans öğrencilerinin ana dilinde akademik dinleme ve okuma sorunlarını belirlemektir. Nitel yaklaşıma göre tasarlanan araştırmada kırk üç öğrenci ve beş akademisyenin görüşleri ile günlük ve gözlemler değerlendirilmiştir. Veriler, içerik analizi tekniğiyle çözümlenmiştir. Araştırmanın sonucunda öğrenciler, akademisyenlerin slayt okuyarak ders anlatmalarının öğretim tarzlarını sıkıcı hâle getirdiğini vurgulamıştır. Ayrıca slaytlar hazır materyal olarak görüldüğünden öğrenciler sınıfta aktif dinlemeden kopmaktadır. Bunun yanı sıra dağınık ve çok sayıda bilgiyi sınıflandıramama ile not alma becerisinin yetersizliği de akademik dinlemede dikkat çeken bulgular arasındadır. Öğrenciler, akademik okumada akademik metinlere erişememe, metinlerin karmaşık dili ve metinlerde önemli bilgiyi belirleyememe gibi sorunlarla karşılaşmaktadır. Bu sorunların giderilmesi için akademik dinleme ve okuma becerilerinin geliştirilmesine yönelik destekleyici eğitimlere ihtiyaç duyulmaktadır.

Keywords

• Akademik dinleme
• akademik okuma
• akademik dil
• lisans eğitimi

Ethical Statement

Araştırma ve Yayın Etiği Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Etik Kurul İzni Kurul adı = Zonguldak Bülent Ecevit Üniversitesi İnsan Araştırmaları Etik Kurulu Karar tarihi= 28.03.2023 Belge sayı numarası= 291504

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