İngilizce Dil Öğretimi Araştırmalarında Öğretmen İş birliği: Bir Sistematik Derlem

Öz

İngilizce öğretiminde (ELT) yeni bir çalışma alanı, dil öğretim sürecini kolaylaştırmak için diğer paydaşlarla işbirliği yapmaktır. Bu doğrultuda, bu sistematik derlem, ELT alanında işbirliği konusuna odaklanan en son ulusal ve uluslararası araştırmaları ortaya çıkarmaya çalışmıştır. Bu konudaki toplam 40 çalışma, araştırma deseni, ortam ve evren, işbirliği türü, bulgular ve çıkarımlar açısından incelenmiştir. Çalışmaların 26'sı nitel, sekizi nicel ve altısı karma çalışmalardır. Araştırmaların çoğunluğu EFL bağlamlarında yapılmış ve sırasıyla evren ve örneklem olarak EFL öğretmenleri ve öğrencilerine odaklanmıştır. İşbirliği, dil öğretmenleri, içerik öğretmenleri, diğer okul personeli ve araştırmacılar da dahil olmak üzere çeşitli paydaşların ELT sürecini teşvik etmeye çalıştığı ortak çalışma olarak kabul edilmiştir. Ayrıca, bu ortak girişim koçluk, birlikte öğretim ve takım öğretimi gibi farklı şekillerde görülmüştür. MaxQda (2022) yazılımı aracılığıyla yapılan içerik analizi sonucunda, işbirliğinin ELT'nin doğasını ve kapsamını, perspektifleri genişletmek, daha fazla bilgiye ulaşmak, sosyal ve etkileşimli bir arabulucu olarak işlev görmek ve dille ilgili süreçleri tasarlamak, uygulamak ve gözden geçirmek için destek almak gibi çok çeşitli olumlu yollarla etkileyebileceği sonucuna varılmıştır. Bununla birlikte, idari destek ve hazırlık eksikliği, zaman ve maddi sınırlamalar ve katılım konusundaki isteksizlik, ELT işbirliğinin başlıca sorunları olarak belirlenmiştir. Son olarak, bu derlem çalışması, gelecekteki araştırmaları teşvik etmek için özellikle teknolojinin işbirliğine dayalı ELT uygulamaları üzerindeki artan etkisine odaklanarak daha fazla sonuç içermektedir.

Anahtar Kelimeler

• İş birliği
• İngilizce Dil Öğretimi
• Sistematik Derlem
• Mesleki Gelişim

Teacher Collaboration in English Language Teaching (ELT) Research: A Systematic Review

Abstract

One of the recent concerns in English language teaching (ELT) is collaborating with other stakeholders to facilitate the language teaching process. With this in mind, this systematic review attempted to uncover the most recent national and international research focusing on the issue of collaboration in the area of ELT. A total of 40 studies on this issue were reviewed in terms of design, setting and population, type of collaboration, findings, and implications. Most of the studies, 26 of them, were qualitative-based studies, while eight were quantitative, and six were mixed. The majority of the research was done in EFL contexts and primarily focused on EFL teachers and students as the population and sample, respectively. Collaboration was regarded as joint work in which various stakeholders, including language teachers, content teachers, other school staff, and researchers, tried to promote the ELT process. Further, this joint initiative was seen in different forms, such as coaching, co-teaching, and team teaching. At the end of the content analysis made via MaxQda (2022) software, the review concluded that collaboration can influence the nature and scope of ELT in a wide range of positive ways, including extending perspectives, reaching more knowledge, functioning as a social and interactive mediator, and getting support to devise, practice, and revise language-related processes. However, lack of administrative support and preparation, time and material limits, and unwillingness to participate were identified as the major ELT collaboration problems. Finally, the review included further implications, especially focusing on the growing impact of technology on collaborative ELT practices to foster future research.

Keywords

• Collaboration
• ELT
• Systematic Review
• Professional Development

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