ENGLISH LANGUAGE TEACHING STUDENTS' PERCEPTIONS ON THE CONCEPT OF FLIPPED CLASSROOM IN TEACHING ENGLISH: A METAPHORIC STUDY

Year 2020, Volume: 9 Issue: 17, 72 - 88, 30.06.2020

İbrahim Yaşar Kazu Yakubu Issaku

Abstract

Son yıllarda 21. yüzyıl öğrencilerinin ihtiyaçlarına cevap vermek adına eğitim alanında hatırı sayılır değişiklikler yapılmış, yeni öğrenme ve öğretme yaklaşımları araştırmacıların gözde konusu haline gelmiştir. Son dönemde popüler olan öğrenme öğretme yaklaşımlarından bir tanesi de ters yüz sınıf modelidir. Bu çalışmanın amacı İngilizce öğretmen adaylarının ters yüz sınıf modeline ilişkin algılarını metaforlar yoluyla belirlemektir. 2018-2019 eğitim öğretim yılında İngiliz Dili ve Eğitimi bölümünde okuyan 170 İngilizce öğretmen adayıyla yürütülmüş olan bu çalışmada ‘Öğrencilerin Algılarını Belirlemeye Yönelik Form’ veri toplama aracı olarak kullanılmıştır. Araştırmada nitel araştırma yöntemleri içerisinde yer alan olgu bilim deseni kullanılmıştır. Katılımcılar ters yüz sınıf kavramını, konuşma becerilerinin gelişiminde üst bilişsel aktivitelere yer verme, öğrencilerin dersten önce hazırlık yapması, İngilizce öğretim ortamlarında teknolojinin kullanımı bakımından metaforlar yoluyla değerlendirmişlerdir. Verilerin çözümlenmesinde içerik analizinden faydalanılmıştır. Elde edilen metaforlar kategorilere ayrılmış ve isimlendirilmiş, metaforların kullanım sıklığı hesaplanmıştır. Ters yüz sınıf modeline ilişkin metaforlara bakıldığında, katılımcıların öğrenme ortamlarında teknoloji kullanımına büyük önem verdikleri anlaşılmıştır. Teknolojinin öğrenme ve öğretme etkinliklerinde sıklıkla kullanılması gerektiğini farklı metaforlar kullanarak ifade etmişlerdir.

Keywords

21. yüzyıl eğitimi, İngiliz dili ve eğitimi ortamları, Ters yüz sınıf modeli, Olgu bilim deseni

English Language Teaching Students’ Perceptions on the Concept of Flipped Classroom in Teaching English: A Metaphoric Study

Abstract

In recent years, several efforts have been put in place to change teaching and learning approaches to help conform to the wants of the 21-st century learner, several studies have been conducted to find ways of improving teaching and learning in the classroom. Technology is developing and its acceleration in the 21st century has changed the ways of acquiring knowledge dramatically. Technology plays a critical role in every sphere of our daily lives as well as in our education system. The research is mainly purposed to investigate English Language Teaching (ELT) students’ mental images about the model of the flipped classroom. This study was carried out with a sample of 170 participants studying English language in ELT environment, in the 2018-2019 academic year. An Open-ended questionnaire namely; “A Form of Determination of student’s Metaphors” were used to collect research data. A phenomenology approach which is a qualitative research method was used to analyse the data. Students explained the concept of the flipped classroom, the use of metacognitive activities to improve speaking skills, student’s readiness before the lesson and the use of technological gadgets in English classroom via metaphors. The data were analyzed by content analysis. Related data were gathered; and name of the category, the context of the category, and the frequency of usage were calculated for metaphors that reflect certain characteristics in each category. From the metaphors about the usage of technology in a flipped classroom, it was inferred that the teaching approach is very important in the area of education and much effort should be put in place to involve technology in classroom activities since the 21-st century students are ‘digital natives’. They expressed their opinions about this issue through different metaphors.

Keywords

Flipped clasroom, 21st century education, ELT environment, A phenomelogy method

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