FOREIGN LANGUAGE LEARNERS’ PERCEPTIONS OF THEIR ONLINE ROLES IN EMERGENCY REMOTE TEACHING

Year 2024, , 907 - 918, 20.10.2024

Erdal Kaçar

https://doi.org/10.35379/cusosbil.1482030

Abstract

Nearly all facets of life, including language instruction, have been impacted by the COVID-19 epidemic and the devastating earthquake in February 2023. Consequently, remote education, also known as e-learning or virtual learning, has taken over as the standard offering in numerous contexts. In this regard, remote teaching practices have been preferred in many higher education institutions. However, gaining a comprehensive understanding of the evolving educational practices during this period requires an awareness of how pupils respond to this change. In the course of the emergency remote teaching, language learners' conceptions of instruction and learning were examined using a metaphor analysis approach. For this purpose, a semi-structured form utilizing the Turkish university students' metaphorical concepts regarding their roles in online learning, along with an open-ended questionnaire where participants shared their background information, was employed. Data collected from 56 foreign language learners from different departments at a state university in Turkey was analysed using elicited metaphor analysis. The results showed that foreign language learners used a variety of metaphors, which were categorized as passive recipient, independent learner, flexible person, ineffective consumer, lazy individual, and lost guide, suggesting both favourable and unfavourable dispositions toward emergency remote teaching. In light of the research results, several recommendations and implications were provided.

Keywords

Foreign Language Learners, Metaphor, Perception, E-roles, Distance Education

YABANCI DİL ÖĞRENCİLERİNİN ACİL UZAKTAN ÖĞRETİMDE ÇEVİRİM İÇİ ROLLERİNE DAİR GÖRÜŞLERİ

Abstract

Dil eğitimi de dahil olmak üzere hayatın neredeyse tüm yönleri COVID-19 salgını ve yıkıcı Şubat 2023 depreminden etkilendi. Sonuç olarak, e-öğrenme veya sanal öğrenme olarak da bilinen uzaktan eğitim, birçok bağlamda standart teklif olarak yerini almıştır. Bu bağlamda, birçok yükseköğretim kurumunda uzaktan öğretim uygulamaları tercih edilmektedir. Ancak, bu dönemde gelişen eğitim uygulamaları hakkında daha kapsamlı bilgi edinmek, öğrencilerin bu değişime nasıl tepki verdiklerinin bilinmesiyle mümkündür. Acil uzaktan öğretim sürecinde, Türk üniversite öğrencilerinin öğretim ve öğrenme anlayışları metafor analizi yaklaşımı kullanılarak incelenmiştir. Bu amaçla, katılımcıların çevrimiçi öğrenmedeki rollerine ilişkin metaforik kavramlarını kullanan yarı yapılandırılmış bir form ve katılımcıların geçmiş bilgilerini paylaştıkları açık uçlu bir anket kullanılmıştır. Türkiye'deki bir devlet üniversitesinin farklı bölümlerinden 56 yabancı dil öğrencisinden toplanan veriler, ortaya çıkarılan metafor analizi kullanılarak analiz edilmiştir. Sonuçlar, yabancı dil öğrenenlerin pasif alıcı, bağımsız öğrenen, esnek kişi, etkisiz tüketici, tembel birey ve kayıp rehber olarak kategorize edilen ve acil uzaktan öğretime yönelik hem olumlu hem de olumsuz eğilimlere işaret eden çeşitli metaforlar kullandıklarını göstermiştir. Araştırma sonuçları ışığında, çeşitli öneriler ve çıkarımlar sunulmuştur.

Keywords

Yabancı Dil Öğrenenler, Metafor, Algı, E-roller, Uzaktan Eğitim

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