Investigation of EFL Students' Readiness and Metaphorical Perceptions for Emergency Remote Teaching

Abstract

Çalışma, yükseköğretim öğrencilerinin kriz sonrası acil uzaktan öğretime (AUÖ) hazır olma durumlarını ve metaforik algılarını belirlemeyi amaçlamıştır. Bu amaçla çoklu araştırma yöntemi kullanılmıştır. Bu kapsamda öğrencilerin AUÖ'e yönelik hazır bulunuşluklarını belirlemek için tarama modeli, öğrencilerin metaforik algılarını belirlemek için ise fenomenolojik desen kullanılmıştır. Araştırmanın örneklemini bir devlet üniversitesinin İngiliz Dili ve Edebiyatı bölümünde öğrenim gören 411 öğrenci oluşturmaktadır. Verilerin toplanmasında öğrencilerin AUÖ'e yönelik hazır bulunuşluklarını ortaya koymak için bir ölçek ve metaforik algılarına ışık tutmak için "Acil Uzaktan Öğretim.......... gibidir çünkü........" formu kullanılmıştır. Nicel verileri analiz etmek için betimsel ve kestirimsel analiz yöntemleri kullanılırken, nitel verileri analiz etmek için metaforik analiz kullanılmıştır. Çalışma sonucunda, öğrencilerin hazırbulunuşlukları açısından sınıf düzeyi, kullanılan cihaz ve bilgisayar ve teknoloji kullanım becerisi yeterlilik algısına göre anlamlı bir fark bulunurken; cinsiyet ve uzaktan eğitim deneyimi açısından gruplar arasında anlamlı bir fark bulunmamıştır. Ayrıca öğrencilerin AUÖ'e yönelik hazırbulunuşluk puanının (X=3.27) ortalamanın üzerinde olduğu görülmüştür. Nitel veri analizi sonuçlarına göre, katılımcıların çoğu AUÖ’e ilişkin olumsuz algılara sahip olmakla birlikte, olumlu çağrışımlara sahip bazı metaforlar da ortaya çıkmıştır. Örneğin, metaforik algı çalışmasında, sadece zorlayıcı, yetersiz, etkisiz, sistematik olmayan ve sınırlı gibi olumsuz algıların değil, aynı zamanda rahat, etkili, destekleyici ve geliştirici gibi olumlu algıların da ortaya çıktığı görülmüştür.

Keywords

• Uzaktan Eğitim
• Acil Uzaktan Öğretim
• Yükseköğretim
• Hazırbulunuşluk
• Metaforik Algı

Are EFL Students Ready for Emergency Remote Teaching after the Crisis? A Readiness and Metaphorical Perception Study

Abstract

The study aimed to determine higher education students' readiness and metaphorical perceptions of emergency remote teaching (ERT) after the crisis. Multiple research methods were used for this purpose. In this context, the survey model was used to determine students' readiness for ERT, and the phenomenological design was used to determine students' metaphorical perceptions. The study sample consisted of 411 students studying in the English Language and Literature department at a state university. In data collection, a scale was used to reveal students' readiness for ERT and the form "Emergency Remote Teaching is like .......... because........" was used to shed light on their metaphorical perceptions of it. While descriptive and predictive analysis methods were used to analyse quantitative data, metaphorical analysis was used to analyse qualitative data. As a result of the study, a significant difference was found in terms of students' readiness according to the grade level, the device used, and the perception of computer and technology usage skill competence, while no significant difference was found between the groups in terms of gender and distance education experience. It was also observed that the students' readiness score for ERT (X=3.27) was above the average. As for the qualitative data analysis results, most participants had negative perceptions of ERT, but some positive metaphors with favourable connotations regarding it emerged. To illustrate, in the study on metaphorical perception, it was seen that not only negative perceptions, such as challenging, inadequate, ineffective, unsystematic, and limited, but positive perceptions, such as comfortable, effective, supportive, and developing also emerged.

Keywords

• Distance Education
• Emergency Remote Teaching
• Higher Education
• Readiness
• Metaphorical Perspection

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