Öğretim Görevlilerinin Özel Amaçlı İngilizcenin Değerlendirilmesine İlişkin İnançları: Bir Vaka Çalışması

Year 2024, Volume: 44 Issue: 2, 1023 - 1047, 30.08.2024

Sinem Başara , Muzeyyen Nazli Gungor

https://doi.org/10.17152/gefad.1444003

Abstract

Artan küreselleşme ile birlikte, İngilizce iletişim için en yaygın kullanılan dillerden biri haline gelmiş ve Özel Amaçlı İngilizce (ÖAİ), yirmi birinci yüzyılda küreselleşmenin etkileri ve nitelikli işçilere olan ihtiyacın artması nedeniyle daha fazla dikkat çekmeye başlamıştır. Özel Amaçlı İngilizce, belirli alanlarda İngilizce öğretmeye odaklanan İngilizcenin özel bir öğrenim dalıdır. Ölçme ve değerlendirme süreci, Özel Amaçlı İngilizceye özgün özelliklere göre özelleştirilmelidir ve öğretmen inançları, öğrencilere bu konuda nasıl öğretildiği ve değerlendirildiği üzerinde büyük etkiye sahip olabilir. Daha önceki araştırmalar, ÖAİ’nin ders tasarımına ve ihtiyaç değerlendirmesine odaklanmıştır. Ancak, öğretmenlerin ÖAİ’nin değerlendirmesi ile ilgili inançları yeterince dikkat çekmemiştir. Bu nedenle, çalışmanın amacı, yüksek öğrenimde çalışan öğretmenlerin ÖAİ’nin değerlendirmesi konusundaki inançlarını araştırmaktır. Bir devlet üniversitesinin yabancı diller fakültesindeki üç İngilizce öğretmeni, nitel bir durum çalışması için katılımcı olarak çalışmada yer almaktadır. Verileri toplamak için yarı yapılandırılmış görüşmeler ve yedi hafta süreyle toplanan yansıtıcı günlükler kullanılmıştır. Sonuçlara göre, katılımcılar, ÖAİ’nin değerlendirmesinin özgüllüğe sahip olduğuna inanmakta ve ÖAİ’nin değerlendirilmesinin değerli ve hesap sorulabilir olduğunu düşünmektedir. Ayrıca, ÖAİ değerlendirmesinin motivasyon eksikliğine sahip olduğuna ve adaptasyon gerektirdiğine inanılmaktadır. Ek olarak, bu inançları etkileyen faktörler arasında okul politikası, öğrenci motivasyonu ve öğretmen performansı bulunmaktadır. Sonuç olarak, öğretmenlerin katılımının ve eğitiminin ÖAİ’nin değerlendirilmesi için gerekli olduğu bulunmuştur.

Keywords

Özel Amaçlı İngilizce, Değerlendirme, Öğretmen İnançları, Öğretim Görevlileri

Instructors’ Beliefs About ESP Assessment: A Case Study

Abstract

With the world's increasing globalization, English has become the most widely used language for communication, and English for Specific Purposes (ESP) has begun to receive more attention in the twenty-first century due to the effects of globalization and an increase in the need for skilled workers. English for Specific Purposes is a specialized branch of English language learning that focuses on teaching English in particular fields. The assessment process must be customized to the unique characteristics of English for Specific Purposes (ESP), and teacher beliefs can significantly impact on how students are taught and assessed in this subject. Previous research has concentrated on ESP course design and needs assessment in the field. However, teachers' beliefs regarding ESP assessment have not received enough attention. As a result, the study's goal is to investigate the instructors' beliefs regarding ESP assessment in higher education. Three English instructors in a state university’s College of Foreign Languages serve as a sample for this qualitative case study. Semi-structured interviews and seven weeks of reflective journaling were used to gather the data. According to the results, participants believe that ESP assessment has specificity, and it is valuable and accountable. It is also believed that ESP assessment lacks students’ motivation and requires adaptation. The school policy, student motivation, and teacher performance in ESP assessment have influenced these beliefs. To conclude, teacher participation and education are necessary for ESP assessment.

Keywords

English for Specific Purposes, Assessment, Teacher Beliefs, Instructors

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