Web Tabanlı Simülasyonlar Bağlamında Öğrenen Özerkliği: İngilizce Öğretim Görevlilerinin Görüşleri

Abstract

Özellikle pandemi sonrasında teknolojinin öğretimle aynı noktada buluşmasıyla birlikte, web tabanlı araçların yabancı dil öğrenenler üzerindeki etkilerini belirleyen birçok araştırma eğitim paradigmasında prestij kazanmıştır. Ancak bu çalışmaların odak noktası, salgının yol açtığı zorluklara karşı öğrencilerin başarılarının nasıl artırılacağı üzerine olmuştur. Öğretmenlerin bu araçların benimsenmesine ve öğrenci özelliklerine potansiyel katkılarına ilişkin inançları veya düşünceleri belirli bir öğrenim aracı ya da teknik kullanılarak yeterince araştırılmamıştır. Literatürdeki bu boşluğu doldurmak için araştırmacı, çevrim içi öğretimde öğrenen özerkliğinin desteklenmesi konusundaki anlayışlarını, rapor edilen öğretim uygulamalarını ve özerkliği desteklemek için web tabanlı simülasyonların etkisini ortaya koymak amacıyla bu çalışmaya İngilizce öğretim görevlisi olan 31 Türk eğitmeni dahil etmiştir. Alandaki araştırmacılar tarafından geliştirilen çevrimiçi ölçeğin ve yarı yapılandırılmış görüşme sorularının ışığında katılımcıların, öğrenen özerkliğinin öneminin farkında oldukları, ancak bazı engelleyici faktörler nedeniyle çevrimiçi derslerde bunu destekleyecek yeterli fırsatları öğrencilere sunamadıkları ortaya çıkmıştır. Ayrıca öğretmen davranışlarının sergilenmesi ile hem özerklik ihtiyacı hem de öğrenme sürecini destekleme ihtiyacı arasında orta düzeyde ve anlamlı bir ilişki olduğu tespit edilmiştir. Fakat eğitmenlerin yaşı, deneyimi ve öğrenci özerkliğini desteklemek için bildirilen öğretim uygulamaları arasında anlamlı bir ilişki tespit edilememiştir. Son olarak, eğitmenlerin perspektifinden, web tabanlı simülasyonların öğrenen özerkliğine sunabileceği potansiyel destek sebebiyle etkililiği vurgulanmıştır.

Keywords

• Çevrimiçi öğretim
• öğrenen özerkliği
• öğretmen inançları
• simülasyon
• web tabanlı simülasyon

Learner Autonomy in the Context of Web-based Simulations: Conceptions of English Instructors

Abstract

With the intersection of technology and teaching, especially after the pandemic, a host of research pinpointing the effects of web-based instruments on foreign language learners has gained prestige in the education paradigm. However, their focal point was chiefly on how to improve students’ attainments against the challenges the pandemic has brought about. Teachers’ beliefs or conceptions regarding their adoption or potential contributions to learners’ features have not been explored enough by treating specific learning tool(s). To fill this chasm in the literature, the researcher recruited 31 Turkish EFL instructors to expose both their understanding of the necessity of scaffolding learner autonomy (LA) in e-tutoring and of the role of web-based simulations to support autonomy, along with revealing their reported execution. After posing online scale, which was developed by researchers in the field, and semi-structured interview questions, the participants were discovered to be aware of the importance of LA in general, yet they could not offer enough opportunities in online classes to support it due to some impeding factors. Furthermore, a moderate and significant relationship was noted between the execution of teacher behaviours and both the need for autonomy and the need to support the learning process. Still, no significant relationship was detected between instructors’ age, experience, and reported behaviours to support LA. Finally, web-based simulations were considered effective due to some of their potential support for LA.

Keywords

• Learner autonomy
• online teaching
• simulation
• teacher beliefs
• web-based simulation

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