Araştırmanın Anlamı: İngiliz Dili Eğitimi Anabilim Dalı Öğrencilerinin ‘Araştırma Becerileri’ Dersi ile İlgili Görüşleri ve Deneyimleri

Year 2018, Volume: 6 Issue: 2, 247 - 255, 11.04.2018

Aysun Yavuz

https://doi.org/10.18506/anemon.311165

Cited By: 1

Abstract

Bu çalışmanın amacı, 2. sınıf ELT öğrencilerinin
2006 Müfredatında bulunan ‘Araştırma Becerileri’ dersi hakkındaki görüş ve
deneyimlerini öğrenmektir. 2013-2014 Akademik Yılında, 101 öğrenciye açık uçlu
soru formu uygulanmıştır. Veri, araştırma ve araştırma becerilerinin tanımı,
dersin en etkin ve etkin olmayan yönleri olmak üzere 4 başlıkta tematik olarak
analiz edilmiştir. Öğrenciler, araştırma ve araştırma becerilerini ‘bilgi
toplama’ ve ‘problem çözme’ olarak, dersin etkin yönlerini ‘makale ve örnek
araştırma araçlarını analiz etme’ ve en etkin olmayan yönlerini de ‘soyut ders
içeriği ve dersin dili’ olarak tanımlamışlardır. Konunun değerlendirmesiyle
ilgili görüşler ELT Müfredatıyla ilişkilendirilerek önerilmiştir.

Keywords

Program Değerlendirme, Araştırma Becerileri, Öğretmen Eğitimi, Öğretmenlik Bilgisi, Öğretmenlik Becerileri

The Meaning of Research: Perceptions and Experiences of English Language Teaching (ELT) Students Regarding the ‘Research Skills’ Course

Abstract

The aim
of the study is to investigate the 2 ^nd year ELT Students’ practices
and perceptions about the ‘Research Skills’ Course in 2006 ELT Curriculum.
Open-ended question form was employed and 101 students participated in the
study in 2013-2014 Academic Year. Data were analysed thematically and 4 categories
were emerged; namely, definition of research and research skills, the most and
the least effective parts of the course. Students defined research and research
skills as ‘getting information’, and ‘solving problems’. They identified the
most effective parts of the course as ‘analysing articles and sample research
instruments’ and the least effective parts of it as ‘the abstract content and
language of the course’. Implications are suggested in relation to ELT
Curriculum.   

Keywords

Program Evaluation, Research Skills, Teacher Education, Teacher Knowledge, Teaching Skills

References

• Akcan, S. (2005). Supporting oral second language use: a learning experience in a first German immersion class. Early Childhood Education Journal, 32(6), 359-364.
• Akcan, S., & Tatar, S. (2010). An investigation of the nature of the feedback given to pre-service English teachers during their practice teaching experience. Teacher Development, 14(2), 139-158.
• Ayuob, N. N., Banjari, M. A., Al Marghoub, M. A., Al Qulayti, W. A. M., & El Deek, B. S. (2016). Effect of Integrating Research Skills in the Medical Curriculum: A Comparative Cross Sectional Study on Students' Research Practices and Their Perception at King Abdulaziz University, Jeddah. Education in Medicine Journal, 8(2), 27-39. http://dx.doi.org/10.5959/eimj. v8i2.409.
• Bandura, A. (1990). Some reflections on reflections. Psychological Inquiry, 1(1), 101-105.
• Bayyurt, Y., & Akcan, S. (2016). Türkiye’deki İngilizce Öğretmeni Yetiştirme Programları Üzerine Düşünce ve Öneriler. In: S. Akcan & Y. Bayyurt (Eds.), Türkiye’deki Yabancı Dil Eğitimi Üzerine Görüş ve Düşünceler (s.3-9). İstanbul: Boğaziçi University Publishing.
• Bell, J. (1993). Doing your research project: A guide for first-time researchers in education and social sciences. Buckingham: Open University Press.
• Burgoyne, L. N., O'Flynn, S., & Boylan, G. B. (2010). Undergraduate medical research: the student perspective. Medical education online, 15(1), 1-10. https://doi.org/10.3402/meo.v15i0.5212
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri (Scientific research skills). Ankara: Pegem Akademi.
• Cohen, L., & Manion, L. (1994). Research methods in education. London: Routledge.
• Coşgun Ögeyik, M. (2009). Evaluation of English language teaching education curriculum by student teachers. Bilim, Eğitim ve Düşünce Dergisi, 9(1), 42-57.
• Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35(6), 23-42.
• Creswell, J. W. (1994). Research design: qualitative and quantitative approaches. London: Sage Publications.
• Denzin, N. K., & Lincoln, Y. S. (1998). Entering the field of qualitative research. In: N.K. Denzin & Y.S. Lincoln (Eds.), The landscape of qualitative research: theories and issues (pp. 1-34). London: Sage Publications.
• Hismanoğlu, S. (2012). İngilizce öğretmeni adaylarının İngilizce öğretmeni yetiştirme programı ile ilgili görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(2), 330-341.
• Karakaş, A. (2012). Evaluation of the English language teacher education program in Turkey. ELT Weekly, 4(15), 1-16.
• Kırkgöz, Y. (2016). Türkiye’de Yabancı Dil Eğitim Politikaları ve Müfredat Programı. In: S. Akcan & Y. Bayyurt (Eds.), Türkiye’deki yabancı dil eğitimi üzerine görüş ve düşünceler, (s.45-59). İstanbul: Boğaziçi University Publishing.
• Kırkgöz, Y., & Yaşar, M. (2016). The challenge of implementing collaborative action research as an in-service teacher development program. In: K. Dikilitaş, M. Wyatt, J. Hanks & D. Bullock (Eds.), Teachers Engaging in Research: IATEFL Research Special Interest Group, (s.49-58). Kent: IATEFL Publishing.
• Kızıltan, N. (2011). Pre-service EFL Teachers’ Attitudes towards Language Acquisition Courses. The Journal of Language and Linguistic Studies, 7(1), 72-86.
• Kyriacou, C. (1995). Essential teaching skills. London: Stanley Thornes Ltd.
• Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: a philosophical and practical guide. London: The Falmer Press.
• Mills, G.E. (2003). Action research: a guide for the teacher researcher. New Jersey: Merril-Prentice Hall.
• Mohd Ismail, I., Bazli, M.Y., & O’Flynn, S. (2014). Study on medical student’s attitude towards research activities between University College Cork and Universiti Sains Malaysia. Procedia Social and Behavioral Sciences, 116, 2645-2649.
• Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
• Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Wyatt, M. (2016). Engaging language teachers in research: achieving psychological and educational benefits. In: K. Dikilitaş, M. Wyatt, J. Hanks & D. Bullock (Eds.), Teachers Engaging in Research: IATEFL Research Special Interest Group, (s.3-18) Kent: IATEFL Publishing.
• Yavuz, A. (2007). Understanding student teachers’ effectiveness through journals at an English language teaching department: a Turkish university case. Mediterranean Journal of Educational Studies. Malta: University of Malta, 12(2), 19-43.
• Yavuz, A. (2012). Competing paradigms: the dilemmas and insights of an ELT teacher educator. International Education Studies, 5(1), 57-66.
• Yavuz, A., & Zehir Topkaya, E. (2013). Teacher educators’ evaluation of the English teaching language teaching program: a Turkish case. Novitas ROYAL (Research on Youth and Language), 7(1), 64-83.
• Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
• YÖK (1998). Restructuring of teacher education (Eğitim fakültelerinin yeniden yapılandırılması). Ankara: YÖK publications.
• YÖK (2007). Teacher education and education faculties. Ankara: YÖK Publications.