TÜRKIYE’DE PROJE TABANLI DİL ÖĞRETİMİNE YÖNELİK İNGİLİZCE ÖĞRETMENLERİNİN ALGILARININ ARAŞTIRILMASI

Year 2023, , 954 - 970, 30.06.2023

Fatma Kimsesiz

https://doi.org/10.30783/nevsosbilen.1257110

Abstract

Proje-tabanlı dil öğretimi, yaparak öğrenmeyi sağlayan öğrenci merkezli bir yaklaşım olarak ortaya çıkmıştır. İlgili araştırmalar yabancı dil öğretiminde proje tabanlı öğrenmenin etkililiğini gösterse de yabancı dil olarak İngilizce öğretiminde Proje tabanlı öğretimin kullanılması ile ilgili dil öğretmenlerinin görüşlerini açığa çıkaran çok az şey bulunmuştur. Bu çalışma Türk bağlamında İngilizce öğretiminde proje tabanlı öğretimin kullanımı ile ilgili yabancı dil olarak İngilizce öğreten öğretmenlerin algılarını araştırmayı hedeflemektedir. Türkiye’deki devlet okullarında çalışan 77 İngilizce öğretmeni çalışmaya gönüllü olarak katılmıştır. Veriler 16 maddelik açık uçlu ve kapalı uçlu sorulardan oluşan bir anketi içeren çevrimiçi form üzerinden toplanmıştır. Bulgular niceliksel analiz ve tematik analiz yoluyla incelenmiştir. Çalışma, öğretmenlerin çoğunun İngilizce öğretiminde proje tabanlı öğrenme ile çok aşina olmadıklarını göstermiştir. Ayrıca sonuçlar İngilizce sınıflarında proje tabanlı öğrenmenin tercih edilmesinin ve edilmemesinin nedenlerini de ortaya çıkarmıştır. Bulgular ve çıkarımlardan yola çıkarak öneriler sunulmuştur.

Keywords

İngilizce dili, proje tabanlı dil öğretimi, öğretmen algıları

EXPLORING EFL TEACHERS’ PERCEPTIONS OF PROJECT-BASED LANGUAGE TEACHING IN TURKEY

Abstract

Project-based language teaching emerged as a learner-centred approach that sustains learning by doing. Although the related research documented the effectiveness of Project-based learning in foreign language instruction, little has been found to evince the perceptions of language teachers about using PBL in teaching EFL. This study aims to investigate the perceptions of EFL teachers on using PBL in English instruction in the Turkey context. For this aim, 77 EFL teachers working at state schools in Turkey voluntarily participated in the study. The data were collected from an online form involving a 16-item questionnaire with open-ended and closed-ended questions. The findings were analysed through quantitative analysis and thematic analysis. The study revealed that most of the teachers were not familiar enough to use PBL in EFL instruction. Moreover, the results yielded reasons for preferring or not preferring PBL in EFL classes. Based on the findings and the implications, suggestions were provided.

Keywords

English language, project based language teaching, teacher perceptions

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