Eylem Araştırması: İngilizceyi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin Çevrim İçi İngilizce Oturumlarında Konuşma Öz Yeterliliğinin Artırılması

Year 2024, Volume: 43 Issue: 1, 181 - 200, 30.06.2024

Goshnag Arslanbay Dilek Büyükahıska

https://doi.org/10.7822/omuefd.1435207

Abstract

Bu çalışmanın ana amacı, İngilizce çevrim içi oturumları sırasında öğrencilerin konuşma öz yeterliliğinin, motivasyonunun ve katılımının kritik rolünü araştırmaktır. Ayrıca bu araştırma, öğrenciler arasında düşük öz yeterlik, konuşma kaygısı ve düşük motivasyon gibi hedef dilde etkili iletişimi engelleyebilecek zorlukların ele alınmasına yönelik yeni bir bakış açısı sağlamayı amaçlamaktadır. Bu çalışma, dil eğitimcileri ve araştırmacılarına ana dili İngilizce olmayan kişilerle etkileşimi dil öğrenme ortamlarına dahil etmenin potansiyel faydalarını keşfetmeleri için değerli bir başlangıç noktası sağlayacaktır. Bu çalışmada kullanılan eylem araştırması tasarımı, Bandura (1994) tarafından önerilen öz-yeterlik kaynaklarına dayanmaktadır. Bu araştırma öğrencilerin İngilizce yeterlilik düzeyinin orta seviye (B1) olduğu Zorunlu Hazırlık Grubu Dinleme ve Konuşma oturumlarında başarılı bir şekilde yürütülmüştür. Zorunlu hazırlık sınıflarında Yabancı Dil Olarak İngilizce (EFL) öğrenen öğrencilerin öncelikli hedefi İngilizce dil becerilerine hâkim olmaktır. Bu yeterlilik, öğrencilerin karşılaşacakları çok sayıda metinle etkili bir şekilde ilgilenmelerine, makaleler yazmalarına ve en önemlisi sözlü iletişim kurmalarına ve ilgili fakültelere geçiş yaptıktan sonra hedef dilde sunumlar yapmalarına olanak tanıdığı için çok önemlidir. Oturumlara Mısır, Kore, Avustralya, İran ve Etiyopya'dan beş konuk konuşmacı davet edilmiştir. Araştırma prosedürü, aktif öğrenci katılımını ve her konuk konuşmacıya geri bildirim sağlamayı mümkün kılan odak grup tartışmalarını içermektedir, böylece öğrencilerin konuşma öz yeterlilikleri gelişmiş ve motivasyonları artmıştır. Bu yaklaşım sayesinde öğrenciler gerçek zamanlı dil performansı fırsatlarını yakalayabilmişlerdir. Araştırmanın sonuçlarına göre, bu oturumlara yabancıların katılımı öğrencilerin İngilizce konuşma öz yeterlikleri ve genel performansları üzerinde olumlu bir etki yaratmıştır. Araştırmanın bulguları, yabancı konuk konuşmacıların entegrasyonunun, İngilizce çevrim içi oturumlarda öğrenciler arasındaki konuşma kaygısı, düşük öz yeterlik ve düşük motivasyon gibi zorlukların üstesinden gelinmesinde etkili olduğu fikrini desteklemektedir.

Keywords

Konuşma öz yeterliliği, Motivasyon, Çevrim içi İngilizce oturumları, Eylem araştırması.

Action research: Increasing Turkish EFL Learners’ Speaking Self-Efficacy in English Online Sessions

Abstract

The main purpose of this study is to investigate the critical role of students' speaking self-efficacy, motivation and engagement during English online sessions. Additionally, the current research aims to provide a fresh perspective on addressing challenges such as low self-efficacy, speaking anxiety, and low motivation among the students, which may hinder effective communication in the target language. This study provides a valuable starting point for language educators and researchers to explore the potential benefits of incorporating interaction with non-native speakers in language learning settings. The action research design employed in this study, guided by the identified sources of self-efficacy proposed by Bandura (1994). The research was successfully carried out in a Compulsory Preparatory Group in Listening & Speaking sessions, where students' proficiency level in English was pre-intermediate (B1). The primary goal of English as a Foreign Language (EFL) learners in compulsory prep classes is to achieve mastery of English language skills. This proficiency is crucial as it enables the students to effectively engage with the extensive number of texts they will encounter, write essays, and, most importantly, communicate orally and deliver presentations in the target language once they transition to their respective faculties. Five guest-speakers from Egypt, Korea, Australia, Iran and Ethiopia were invited to join the sessions. The research procedure incorporates focus group discussions, enabling active student participation and feedback provision on each guest speaker, thereby promoting the development of speaking self-efficacy and boosting students’ motivation. Through this approach, students were exposed to essential opportunities for real-time language performance. The participation of foreigners in these sessions had a positive impact on students' English speaking self-efficacy and their overall performance. The findings of this research support the idea that integrating foreign guest-speakers effectively address challenges such as speaking anxiety, low self-efficacy, and low motivation among students in English online sessions.

Keywords

Speaking self-efficacy, Motivation, Online English sessions, Action research

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