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COVID-19 Küresel Salgını Döneminde Senkron ve Asenkron Dil Öğrenimine Yönelik Yabancı Dil Öğrencilerinin Algıları ve Tercihleri

Year 2021, Volume 25, Issue 2, 699 - 715, 24.05.2021

Abstract

Bu çalışma, İngiliz Dili ve Edebiyatı (İDE) öğrencilerinin algılarını, tercihlerini, senkron ve asenkron öğrenme modlarının güçlü ve zayıf yönlerini ve ayrıca yüz yüze dil öğrenimi ve çevrimiçi öğrenme arasındaki karşılaştırmayı araştırmaktadır. Çalışmanın katılımcıları Türkiye’deki iki devlet üniversitesinden 56 İDE öğrencisidir. Karma yöntem araştırmasını benimseyen çalışmada, Perveen (2016) tarafından geliştirilen araç ve ayrıca çevrimiçi öğrenme algılarının daha derinlemesine kavranabilmesi için yarı yapılandırılmış bir anket kullanılmıştır. Bulgular, katılımcıların çevrimiçi öğrenme modlarını bildiklerini ve yüz yüze öğrenmeye daha çok benzediği iddia edilen senkron çevrimiçi öğrenme modunu tercih ettiklerini göstermektedir. Ancak, bulgulara dayalı olarak, çevrimiçi dil öğrenmenin yüz yüze öğrenme kadar etkili olmadığı da söylenebilir. Çevrimiçi öğrenme yoluyla İngilizce öğretimine yönelik çıkarımlara değinilmiştir.

References

  • Alibakhshi, G., & Mohammadi, M. J. (2016). Synchronous and Asynchronous Multimedia and Iranian EFL Learners’ Learning of Collocations. Applied Research on English Language, 5(2), 237-254. https://doi.org/10.22108/are.2016.20428
  • Basri, M., Husain, B., & Modayama, W. (2021). University Students’ Perceptions in Implementing Asynchronous Learning During Covid-19 Era. Metathesis: Journal of English Language, Literature, and Teaching, 4(3), 263-276. https://jurnal.untidar.ac.id/index.php/metathesis/article/view/2734
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., & 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
  • Bosmans, D., & Hurd, S. (2016). Phonological attainment and foreign language anxiety in distance language learning: A quantitative approach. Distance Education, 37(3), 287-301. https://doi.org/10.1080/01587919.2016.1233049
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th edition). SAGE Publications.
  • Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24(1), 10-24. https://doi.org/10.4995/eurocall.2016.5663
  • Downes, S. (2014). From technology enhanced learning to technology enhanced learner. In Ronghuai Huang & Nian-Shing Chen (Eds.), The New Development of Technology Enhanced Learning (pp. v-vii). Springer.
  • Fan, X., Luo, W., & Wang, J. (2017, May). Mastery Learning of Second Language through Asynchronous Modeling of Native Speakers in a Collaborative Mobile Game. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 4887-4898). https://doi.org/10.1145/3025453.3025544
  • Galusha, J. M. (1998). Barriers to learning in distance education. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 5(3/4), 6-14.
  • Hertsch, M. F., Er, M., & Erçetin, Ş. Ş. (2016). Barriers and Challenges of Distance Learning in Turkey and the Demand for Distance Education Centers (UEM). In Chaos, Complexity and Leadership 2014 (pp. 271-277). Springer, Cham. https://doi.org/10.1007/978-3-319-18693-1_26
  • Hung, Y. W., & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: Opportunities for language learning. Computer Assisted Language Learning, 29(5), 901-924. https://doi.org/10.1080/09588221.2015.1074589
  • İlin, G. (2019). Sustainability in lifelong learning: Learners’ perceptions from a Turkish distance language education context. Sustainability, 11(19), 5284. https://doi.org/10.3390/su11195284
  • John, W., Creswell, P. C., & Clark, V. (2000). Designing and conducting mixed methods research. Sage.
  • Karaaslan, H., Kilic, N., Guven-Yalcin, G., & Gullu, A. (2018). Students’ reflections on vocabulary learning through synchronous and asynchronous games and activities. Turkish Online Journal of Distance Education, 19(3), 53-70. https://doi.org/10.17718/tojde.444640
  • Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: Creating meaningful interactions through video‐synchronous computer‐mediated communication. Foreign Language Annals, 49(2), 355-366. https://doi.org/10.1111/flan.12195
  • Liu, T., Chen, Z., Lesgold, A. M., Feng, X., & Wang, C. (2017). Novelty blended learning pattern and its application in English language teaching. In Proceedings of the International Conference on Digital Technology in Education, 7-12. https://doi.org/10.1145/3134847.3134849
  • Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology, 41(2), 154-169. https://doi.org/10.1111/j.1467-8535.2008.00912.x
  • Lotfi, A. R., & Pozveh, S. M. H. H. (2019). The Effect of synchronous and asynchronous language learning: A study of Iranian EFL intermediate students’ vocabulary learning. Theory and Practice in Language Studies, 9(12), 1585-1594. https://doi.org/10.17507/tpls.0912.16
  • Mardiah, H. (2020). The Use of E-Learning to Teach English in the Time of the Covid-19 Pandemic. English Teaching and Linguistics Journal, 1(2), 45-55. https://doi.org/10.30596/etlij.v1i2.4894
  • Murphy, E., Rodríguez‐Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583-591. https://doi.org/10.1111/j.1467-8535.2010.01112.x
  • O’Rourke, B., & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education, 7(1), 1-20. https://doi.org/10.1515/cercles-2017-0009
  • Peacock, M. (2013). “Foreword”. Garry Motteram (Ed.), Innovations in Learning Technologies for English Language Teaching (2-3). British Council. Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21-39. https://doi.org/10.5944/openpraxis.8.1.212
  • Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816

Foreign Language Learners’ Perceptions and Preferences of Synchronous and Asynchronous Online Language Learning During COVID-19 Pandemic

Year 2021, Volume 25, Issue 2, 699 - 715, 24.05.2021

Abstract

This study explores the perceptions of English Language and Literature (ELL) students, their preferences, strengths and weaknesses of synchronous and asynchronous modes as well as a comparison between face-to-face language learning and online learning. The participants were 56 ELL students studying at two state universities in Turkey. Adapting mixed methods research design, the study employed the instrument developed by Perveen (2016) and also a semi-structured questionnaire consisting of open-ended questions to gain deeper insights of the participants’ perceptions of online language learning. The findings show that the participants were well aware of the features of online learning modes that they preferred synchronous online mode which is claimed to resemble face-to-face learning better. However, based on the overall findings, it can also be stated that online language learning was not as effective as face-to-face learning. The implications of English language teaching through online learning are addressed.

References

  • Alibakhshi, G., & Mohammadi, M. J. (2016). Synchronous and Asynchronous Multimedia and Iranian EFL Learners’ Learning of Collocations. Applied Research on English Language, 5(2), 237-254. https://doi.org/10.22108/are.2016.20428
  • Basri, M., Husain, B., & Modayama, W. (2021). University Students’ Perceptions in Implementing Asynchronous Learning During Covid-19 Era. Metathesis: Journal of English Language, Literature, and Teaching, 4(3), 263-276. https://jurnal.untidar.ac.id/index.php/metathesis/article/view/2734
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., & 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
  • Bosmans, D., & Hurd, S. (2016). Phonological attainment and foreign language anxiety in distance language learning: A quantitative approach. Distance Education, 37(3), 287-301. https://doi.org/10.1080/01587919.2016.1233049
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th edition). SAGE Publications.
  • Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24(1), 10-24. https://doi.org/10.4995/eurocall.2016.5663
  • Downes, S. (2014). From technology enhanced learning to technology enhanced learner. In Ronghuai Huang & Nian-Shing Chen (Eds.), The New Development of Technology Enhanced Learning (pp. v-vii). Springer.
  • Fan, X., Luo, W., & Wang, J. (2017, May). Mastery Learning of Second Language through Asynchronous Modeling of Native Speakers in a Collaborative Mobile Game. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 4887-4898). https://doi.org/10.1145/3025453.3025544
  • Galusha, J. M. (1998). Barriers to learning in distance education. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 5(3/4), 6-14.
  • Hertsch, M. F., Er, M., & Erçetin, Ş. Ş. (2016). Barriers and Challenges of Distance Learning in Turkey and the Demand for Distance Education Centers (UEM). In Chaos, Complexity and Leadership 2014 (pp. 271-277). Springer, Cham. https://doi.org/10.1007/978-3-319-18693-1_26
  • Hung, Y. W., & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: Opportunities for language learning. Computer Assisted Language Learning, 29(5), 901-924. https://doi.org/10.1080/09588221.2015.1074589
  • İlin, G. (2019). Sustainability in lifelong learning: Learners’ perceptions from a Turkish distance language education context. Sustainability, 11(19), 5284. https://doi.org/10.3390/su11195284
  • John, W., Creswell, P. C., & Clark, V. (2000). Designing and conducting mixed methods research. Sage.
  • Karaaslan, H., Kilic, N., Guven-Yalcin, G., & Gullu, A. (2018). Students’ reflections on vocabulary learning through synchronous and asynchronous games and activities. Turkish Online Journal of Distance Education, 19(3), 53-70. https://doi.org/10.17718/tojde.444640
  • Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: Creating meaningful interactions through video‐synchronous computer‐mediated communication. Foreign Language Annals, 49(2), 355-366. https://doi.org/10.1111/flan.12195
  • Liu, T., Chen, Z., Lesgold, A. M., Feng, X., & Wang, C. (2017). Novelty blended learning pattern and its application in English language teaching. In Proceedings of the International Conference on Digital Technology in Education, 7-12. https://doi.org/10.1145/3134847.3134849
  • Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology, 41(2), 154-169. https://doi.org/10.1111/j.1467-8535.2008.00912.x
  • Lotfi, A. R., & Pozveh, S. M. H. H. (2019). The Effect of synchronous and asynchronous language learning: A study of Iranian EFL intermediate students’ vocabulary learning. Theory and Practice in Language Studies, 9(12), 1585-1594. https://doi.org/10.17507/tpls.0912.16
  • Mardiah, H. (2020). The Use of E-Learning to Teach English in the Time of the Covid-19 Pandemic. English Teaching and Linguistics Journal, 1(2), 45-55. https://doi.org/10.30596/etlij.v1i2.4894
  • Murphy, E., Rodríguez‐Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583-591. https://doi.org/10.1111/j.1467-8535.2010.01112.x
  • O’Rourke, B., & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education, 7(1), 1-20. https://doi.org/10.1515/cercles-2017-0009
  • Peacock, M. (2013). “Foreword”. Garry Motteram (Ed.), Innovations in Learning Technologies for English Language Teaching (2-3). British Council. Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21-39. https://doi.org/10.5944/openpraxis.8.1.212
  • Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816

Details

Primary Language English
Subjects Social
Journal Section Makaleler
Authors

Rakiye ÖZDAL
OSMANIYE KORKUT ATA UNIVERSITY
0000-0001-5589-3852
Türkiye


Ceyhun YÜKSELİR (Primary Author)
Osmaniye Korkut Ata University
0000-0003-4781-3183
Türkiye


Oktay AKARSU
ATATURK UNIVERSITY
0000-0002-2923-6565
Türkiye

Publication Date May 24, 2021
Published in Issue Year 2021, Volume 25, Issue 2

Cite

APA Özdal, R. , Yükselir, C. & Akarsu, O. (2021). Foreign Language Learners’ Perceptions and Preferences of Synchronous and Asynchronous Online Language Learning During COVID-19 Pandemic . Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi , 25 (2) , 699-715 . Retrieved from https://dergipark.org.tr/en/pub/ataunisosbil/issue/62432/901462

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