Öğrencilerin Yabancı Dil Kaygısının Yüz Yüze ve Çevrim İçi Eğitimde Karşılaştırmalı İncelemesi

Year 2024, Issue: 61, 2338 - 2363, 27.09.2024

Hümeyra Dutkun , Hasan Sağlamel

https://doi.org/10.53444/deubefd.1462142

Abstract

COVID-19 salgını, acil uzaktan öğretime hızlı bir geçişi tetiklemiş ve eğitim ortamlarına fırsatlarla birlikte zorluklar getirmiştir. Çevrimiçi öğrenme ortamlarına olan bu ani geçiş, öğrenme sürecindeki belirsizlikleri, çevrimiçi araçlara sınırlı aşinalığı ve ev ortamlarında odaklanmayı sürdürmedeki zorlukları içermiştir. Ayrıca yabancı dil kaygısı, yabancı dil dersleri bağlamında önemli bir zorluk olarak ortaya çıkmıştır. Ancak pandemi döneminde öğrencilerin yabancı dil kaygısını ele alan çalışmaların az olması, bu çalışmanın hedeflerine yön vermiştir. Bu çalışma, öğrencilerin yabancı dil kaygısındaki yüz yüze ve çevrimiçi ortamlar arasındaki değişiklikleri değerlendirmeyi amaçlamıştır. Ayrıca çalışmada yabancı dil kaygısını azaltmaya yönelik yöntemler ve stratejiler geliştirilmeye çalışılmıştır. Söz konusu amaçlara ulaşmak için nitel ve nicel verilerin toplanmasını kapsayan karma yöntem araştırma yaklaşımı kullanılmıştır. Araştırmaya Karadeniz Teknik Üniversitesi İngiliz Dili ve Edebiyatı bölümünden rastgele seçilen 120 katılımcı dahil edilmiştir. Nicel veriler, öğrencilerin yabancı dil kaygı düzeylerini değerlendirmek ve aralarındaki istatistiksel farkları tespit etmek için Yabancı Dil Sınıf Kaygı Ölçeği (FLCAS) kullanılarak toplanmıştır. Nitel veriler ise her sınıftan ölçek sorularını yanıtlayan ve e-posta adreslerini veren üç katılımcıyla gerçekleştirilen yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Sonuçlar, öğrencilerin, muhtemelen derslerin video kayıtlarına kolay erişim sağlama ve esneklik gibi avantajları nedeniyle, yüz yüze derslere kıyasla çevrimiçi derslerde önemli ölçüde daha düşük yabancı dil kaygısı yaşadıklarını göstermiştir. Ancak öğrenci görüşleri yüz yüze öğretimin etkililiğine daha çok vurgu yapıldığını göstermektedir.

Keywords

Yabancı Dil Kaygısı, Acil Uzaktan Eğitim, Çevrim İçi Öğrenme

EFL Students' Foreign Language Anxiety in Face-to-Face and Online Education

Abstract

The outbreak of the COVID-19 pandemic triggered a rapid transition to emergency remote teaching, introducing both opportunities and challenges to the educational landscape. This abrupt shift to online learning environments included uncertainties in the learning process, limited familiarity with online tools, and difficulties in maintaining focus within home environments. Moreover, foreign language anxiety emerged as a significant challenge within the context of foreign language classes. However, few studies addressed students' foreign language anxiety during the pandemic period, prompting this study's objectives. To address such a need, this study aimed to assess changes in students' foreign language anxiety between face-to-face and online environments. Additionally, the study sought to identify reasons and develop strategies for mitigating foreign language anxiety. To achieve the mentioned aims, a mixed-method research approach was employed, encompassing the collection of both qualitative and quantitative data. A sample of 120 participants, randomly selected from Karadeniz Technical University's English Language and Literature department, was included in the study. On the quantitative part, the Foreign Language Classroom Anxiety Scale (FLCAS) was employed to measure students' foreign language anxiety levels and determine statistical differences between them. Qualitative data were gathered through semi-structured interviews conducted with three participants from each class who had answered the scale questions and provided their email addresses. The results indicated that students experienced significantly higher foreign language anxiety in face-to-face classes compared to online classes, possibly due to the convenience of online learning, including accessibility, flexibility, and the availability of recorded lessons. However, students’ reports seem to indicate much emphasis on the effectiveness of face-to-face instruction.

Keywords

Foreign Language Anxiety, Emergency Distance Education, Online Learning

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