İngilizce Öğretmeni Eğitiminde Uzaktan İş Birliği: Sistematik Bir İnceleme

Year 2023, Volume: 40-2 Issue: 3, 1 - 15, 31.12.2023

Derya Coşkun

https://doi.org/10.52597/buje.1153468

Abstract

Uzaktan iş birliği uygulamaları, coğrafi olarak dağınık katılımcıların eş zamanlı veya eş zamansız bilgisayar aracılı iletişim araçları aracılığıyla birbirleriyle etkileşim kurmasını sağlar. Uzaktan iş birliği, kültürlerarası iletişim yeterliliğini ve dil becerilerini geliştirerek kültürel farklılıkların öğrenilmesinde, farkındalığın arttırılmasında ve dil öğretmenlerinin yetiştirilmesinde önemli bir rol oynamaktadır. Bu rol göz önünde bulundurularak, bu makale 2018 ve 2022 yılları arasında İngilizce öğretmeni yetiştirme programları kapsamında yürütülen uzaktan iş birliği çalışmalarının sistematik bir incelemesini sunmayı amaçlamaktadır. Bu doğrultuda yirmi güncel ve hakemli makale sistematik inceleme çalışmasının adımlarına göre analiz edilmiştir. Çalışmalar amaçları ve araştırma desenleri yönünden farklılık göstermelerinin yanı sıra, incelenen çalışmaların bulgularının uzaktan iş birlikçi projelerin faydaları, uzaktan iş birliği ile ilgili dezavantajlar ve daha sonraki uzaktan iş birliği projeleri için öneriler olmak üzere üç ana tema altında gruplandırılabileceği bulunmuştur. Buna göre, uzaktan iş birliğinin dil öğretmeni eğitim programlarına dâhil edilmesi için bazı çıkarımlarda bulunulmaktadır.

Keywords

uzaktan iş birliği, sanal iletişim, öğretmen eğitimi, sistematik inceleme

Telecollaboration in English Language Teacher Education: A Systematic Review

Abstract

Telecollaboration practices enable geographically dispersed participants to interact with each other through synchronous or asynchronous computer-mediated communication tools. Telecollaboration plays a significant role in learning cultural differences, raising awareness, and training language teachers by improving intercultural communicative competence (ICC) and language skills. With this role in mind, this paper aims to present a systematic review of the telecollaboration studies conducted within the scope of English language teacher training programs between 2018 and 2022 by analyzing twenty up-to-date and peer-reviewed articles according to the steps of the systematic review study. Along with the differences among study aims and designs, it is found that the findings of the reviewed studies can be grouped under three main themes, which are the benefits of telecollaborative exchanges, the drawbacks associated with telecollaboration and suggestions for further telecollaborative projects. Accordingly, some implications are provided for integrating telecollaboration into language teacher education programs.

Keywords

telecollaboration, virtual exchange, teacher education, systematic review

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