Çevrimiçi Sınıflarda Öğretim Dili Olarak İngilizce: Sınırlı Dil Yeterliğine Sahip Öğrencilerin Tutumları

Abstract

Bu makale, lisans öğrencilerinin uzaktan eğitimde öğretim dili olarak İngilizce (EMI) kullanımına yönelik tutumlarını araştırmak amacıyla yürütülen nitel bir çalışmanın bulgularını rapor etmektedir. Katılımcılar, Türkiye'nin doğusundaki bir devlet üniversitesinin İngiliz Dili ve Edebiyatı bölümünde okuyan birinci ve ikinci sınıf öğrencileri arasından gönüllülük esasına uygun olarak seçilmiştir. Araştırma verileri, 2022-2023 akademik yılı Bahar döneminde uygulanan yarı yapılandırılmış bir görüşme protokolü aracılığıyla toplanmış ve tümdengelimli tematik analiz yoluyla analiz edilmiştir. Araştırma bulguları, öğrencilerin dil yeterliliklerinin ve disipliner kelime dağarcıklarının, çevrimiçi EMI verimliliğini kısıtlayan iki önemli engel olduğunu göstermiştir. Bir başka bulgu olarak, öğrencilerin bakış açılarının çevrimiçi EMI deneyiminin avantajları ve eksiklikleri açısından hem örtüşmekte hem de farklılaşmakta olduğu belirlenmiştir. Öğrenciler ayrıca dersler sırasında çevirinin gerekliliği ve EMI'nın akademik performansları üzerindeki etkilerine ilişkin görüşlerini de dile getirmişlerdir. Çalışma sonuçları ışığında, pedagojik çıkarımlar tartışılmış ve öneriler sunulmuştur.

Keywords

• İngilizce öğretim
• EMI
• çevrimiçi eğitim
• uzaktan eğitim

English-Medium Instruction (EMI) in Online Classes: Attitudes of Students with Limited Language Proficiency

Abstract

This paper reports the findings of a qualitative study conducted with the purpose of exploring the attitudes of undergraduate students towards the use of English-medium instruction (EMI) in distance education. The participants were volunteers among the freshmen and sophomores majoring in English Language and Literature at a state university in Eastern Türkiye. The research data were collected via a semi-structured interview protocol administered towards the end of 2022-2023 academic year and analysed through deductive thematic analysis. Research findings demonstrated that the students’ language proficiency and disciplinary vocabulary were two major impediments restricting the effectiveness of online EMI. Another finding was that the student viewpoints both converged and diverged with respect to the affordances and shortcomings of the online EMI experience. The students also voiced their perspectives on the necessity of translation during EMI classes and on the effects of EMI on their academic performance. In the light of the study results, pedagogical implications are discussed and recommendations are provided.

Keywords

• English-medium instruction
• EMI
• online education
• distance education

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