Pre-service English Teachers’ Perceptions of Computer Assisted Language Learning

Year 2017, Volume: 16 Issue: 3, 1220 - 1234, 21.04.2017

Sedat Akayoğlu

https://doi.org/10.17051/ilkonline.2017.330252

Cited By: 3

Abstract

Recently, classrooms have been equipped with highly developed technological tools; however, the training of teachers, who have the main role in teaching process, on Computer Assisted Language Learning (CALL) is ignored dramatically. Thus, the purpose of this qualitative study was to examine the perspectives of pre-service teachers of English towards CALL after taking 14-week long CALL course. The participants of the study were 69 pre-service teachers of English, whose age ranged from 21 to 28. As a result, it was found that the participants were anxious before the course; however, this anxiety changed at the end of the course and they felt more confident about CALL tools. Moreover, the semester of the course was considered very late and the participants believed that this course should have been offered at early grades of the undergraduate program. Finally, it is recommended that CALL course should be integrated into the teacher training programs in early grades if the future teachers are expected to teach 21^st century students.

Perceptions of Pre-service English Teachers Towards Computer Assisted Language Learning Course

Abstract

Son yıllarda gelişen teknolojilere paralel olarak yabancı dil sınıfları
teknolojik cihazlarla donatılmaktadır. Ancak çoğu zaman öğretimde asıl rolü
üstlenen İngilizce öğretmenlerinin ve öğretmen adaylarının Bilgisayar Destekli
Dil Öğretimi (BDDÖ) konusunda donanımları ihmal edilmektedir.  Bu kapsamda yürütülen bu nitel çalışma ile
İngilizce öğretmen adaylarının 14 haftalık BDDÖ dersi öncesindeki ve
sonrasındaki dersle ilgili görüşlerinin incelenmesi amaçlanmaktadır. Çalışmaya,
Abant İzzet Baysal Üniversitesi Yabancı Diller Eğitimi Bölümünde son sınıfta
öğrenim gören  yaşları 21 ile 28 arasında
değişen 69 İngilizce öğretmen adayı katılmıştır. Çalışmanın verilerini,
öğrencilerin dönem başında ve dönem sonunda yazdıkları blog kayıtları
oluşturmaktadır. Toplanan veriler içerik çözümlemesi yöntemiyle çözümlenmiştir.
Çalışmanın sonucunda, öğretmen adaylarının dersin başında dersin içeriğinden
çekindikleri; ancak dersin sonuna doğru bu çekingenliklerinin ortadan kaybolup
teknoloji konusunda kendilerine daha çok güvendikleri bulunmuştur. Buna ek
olarak, dersin son sınıfta bahar döneminde verilmesini eleştirerek dersin
programda daha önceki yıllarda yer alması gerektiğini vurgulamışlardır. Bu
sonuçlara dayanarak öğretmenlerin 21. yüzyıl öğrencilerini yetiştirmeleri
beklentisine karşılık BDDÖ dersinin Yabancı Dil Eğitimi Bölümlerinde zorunlu
ders statüsü kazanması ve daha erken sınıflarda verilmesi önerilmektedir.

Keywords

Yabancı Dil olarak İngilizce, İngilizce Öğretmen Adayları, Bilgisayar Destekli Dil Öğretimi

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