Yabancı Dil Olarak İngilizce Kullanılan Çevrimiçi Derslerde İletişim Kurma İstekliliğini Etkileyen Ders ve Eğitmen Etkenleri

Year 2025, Volume: 20 Issue: 45, 394 - 427, 31.03.2025

Yıldıray Kurnaz , Tuba Arabacı Atlamaz , Melih Karakuzu

https://doi.org/10.35675/befdergi.1570006

Abstract

Bu çalışmanın amacı, öğrencilerin çevrimiçi İngilizce dili ile yapılan derslerde ikinci dilde iletişim kurma isteklerini etkileyen ders ve eğitmenle ilgili dinamikleri araştırmaktır. Çevrimiçi dil süreçleri, ders içeriği, öğretim yöntemleri, eğitmen-öğrenci etkileşimi ve sınıf arkadaşlarının etkisi gibi birçok dinamiği içerir. Türkiye’de yürütülen fenomenolojik olarak tasarlanmış bu nitel araştırma, öğrenci ve eğitmenlerin ikinci dilde iletişim kurma istekliliği hakkındaki görüşlerini karşılaştırmalı olarak analiz etmektedir. Veriler, öğrencilere ve eğitmenlere ayrı ayrı uygulanan iki açık uçlu anket aracılığıyla toplanmıştır. Çalışmaya 6 akademisyen (ikikadın, dört4 erkek) ve 136 öğrenci (113 kadın, 55 erkek) katılmıştır. MAXQDA yazılımı ile analiz edilen bulgular, ders içeriklerinin öğrencilerin ilgi ve aşinalıklarına göre düzenlenmesi ve eğitmenlerin daha şeffaf bir iletişim kurarak daha etkileşimli bir sınıf ortamı yaratmalarının gerekliliğini vurgulamaktadır. Çalışma, çevrimiçi dil öğrenme süreçlerinin iyileştirilmesi için öneriler sunmaktadır.

Keywords

Çevrimiçi öğrenme, konuşma istekliliği, sözlü katılım, konuşma uygulamaları

Course and Instructor Related Factors Affecting Willingness to Communicate in Online EFL Classes

Abstract

This study aims to investigate the course and instructor-related dynamics that affect students’ willingness to communicate in second language (L2 WTC) in online English language courses. Online learning processes involve many dynamics, including course content, teaching methods, instructor-student interaction, and the influence of classmates. This phenomenologically designed qualitative research, conducted in Türkiye, comparatively analyses the views of students and instructors on L2 WTC. Data were collected through two open-ended questionnaires administered separately to students and instructors. Six academicians (two female, four male) and 136 students (113 female, 55 male) participated in the study. The findings, analysed with MAXQDA software, reveal that students expect courses to be organized according to their interests and familiarity with a more interactive classroom environment and transparent communication. The study offers suggestions to improve online learning processes.

Keywords

Online learning, willingness to communicate (WTC), oral participation, speaking practices

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