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A Needs Analysis on the Development of English Teaching Program for the School of Foreign Languages During the COVID-19 Distance Education Process: Reading Skills

Year 2024, , 335 - 361, 15.05.2024
https://doi.org/10.9779/pauefd.1313025

Abstract

With the emergence of Covid-19, the implementation of distance education has become mandatory in various fields of education, including language teaching. However, the needs of students and instructors in online education may differ from face-to-face instruction. Therefore, this study aims to identify the needs of language learners and instructors related to reading skills in distance education and to present insights facilitating comprehension and program development. To achieve this goal, a qualitative research method, specifically the case study method, was adopted in this study, which involved interviews with 13 students and 4 instructors. Data were collected through semi-structured interviews and online class records, and data consistency was ensured through NVIVO-12 content analysis. The findings indicate that students can better comprehend texts related to their interests; vocabulary knowledge directly influences understanding details and identifying main ideas; issues such as the learning environment or lack of motivation can arise in distance education; and strategies for finding unknown words and main ideas may be limited or non-strategic. In this context, it can be suggested that the strategies used by students in distance education for reading skills need to be improved.

References

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Yabancı Diller Yüksekokulu İngilizce Programının COVID-19 Uzaktan Eğitim Sürecinde Geliştirilmesine İlişkin Bir İhtiyaç Analizi: Okuma Becerileri

Year 2024, , 335 - 361, 15.05.2024
https://doi.org/10.9779/pauefd.1313025

Abstract

Covid-19'un ortaya çıkmasıyla birlikte dil öğretimi de dahil olmak üzere eğitimin pek çok alanında uzaktan eğitim uygulaması zorunlu hale gelmiştir. Ancak online eğitimde öğrenci ve eğitmen ihtiyaçları yüz yüze eğitime göre farklılık gösterebilmektedir. Bu nedenle bu çalışma, uzaktan eğitimde okuma becerisine yönelik dil öğrenen ve öğretenlerin ihtiyaçlarını belirleyerek okuduğunu anlama ve program geliştirmeyi kolaylaştırıcı çıkarımlar ortaya koymayı amaçlamaktadır. Bu amaçla 13 öğrenci ve 4 öğretim elemanı ile görüşme yapılarak yürütülen bu çalışmada, nitel araştırma yöntemlerinden durum çalışması yöntemi benimsenmiştir. Veriler, yarı yapılandırılmış görüşmeler ve online ders kayıtları aracılığıyla toplanmış ve veri tutarlılığı NVIVO-12 içerik analizi ile kontrol edilmiştir. Bulgular, öğrencilerin ilgi alanlarına giren metinleri daha iyi anlayabildiklerini, kelime bilgisinin detayları anlama ve ana fikir bulmayı doğrudan etkilediğini, uzaktan eğitimde öğrenme ortamı veya motivasyon eksikliği gibi sorunların yaşanabileceğini ve bilinmeyen kelime ve ana fikri bulma stratejilerinin sınırlı olduğunu veya stratejik olmadığını ortaya koymuştur. Bu bağlamda öğrencilerin uzaktan eğitimde okuma becerisi derslerinde kullandıkları stratejilerin geliştirilmesi gerektiği belirtilebilir.

References

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  • Akmal Qızı, H. M. (2021). Teaching a foreign language in the system of distance learning. International Journal of Innovations in Engineering Research and Technology, 8(1), 78-81.
  • Alraimi, A. M., Al-Zaydi, I. M., & Al-Hattami, A. H. (2022). Online learning during COVID-19: A systematic review of the literature. Sustainability, 14(2), 770.
  • Alotaibi, N. (2022). EFL vocabulary acquisition through reading courses during Covid-19. Jordan Journal of Modern Languages and Literatures, 14(4,), 999-1014.
  • Andel, S. J., Fisher, K., & Johnson, L. (2020). Challenges and strategies for synchronous online teaching and learning. The Journal of Distance Education, 35(3), 98-111.
  • Başkan, A. & Ustabulut, M. Y. (2020). Türkçenin yabancı dil olarak öğretiminde anlama becerileri (dinleme ve okuma) [Comprehension skills in teaching Turkish as a foreign language (listening and reading)]. Rumelide Dil ve Edebiyat Araştırmaları Dergisi, (21), 39-55. https://doi.org/10.29000/rumelide.835294
  • Büyüköztürk, Ş. Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Pegem Yayıncılık.
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2013). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Carbajal-Carrera, A. (2021). The impact of synchronous online learning on student engagement and learning outcomes. Revista de Educación Superior, 50(195), 133-151.
  • Chapelle, C. A. (2001). Self-confidence in second language acquisition. Cambridge University Press.
  • Creswell, J. W. (2016). Beş nitel araştırma yaklaşımı, (M. Aydın, Trans.). In M. Bütün ve S. B. Demir (Eds.), Nitel araştırma yöntemleri: beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry and research design: choosing among five approaches], (pp. 69-110). Siyasal Kitapevi.
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  • Dörnyei, Z. (2005). The role of self-confidence in second language acquisition. In M. H. Dörnyei & S. D. Ryan (Eds.), Motivating learners: Strategies for language learning (pp. 223-238). Cambridge University Press.
  • Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning, Language Learning & Technology, 7 (3), 50-80. http://dx.doi.org/10125/25214
  • Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, 349–365. https://doi.org/10.1016/S0346-251X(03)00047-2
  • Duke, L. L. (2000). What good readers know about reading: Literacy in the 21st century. Scholastic.
  • Dziuban, C. D., Graham, C. R., Moskal, P. D., Norberg, A. K., & Sitzmann, T. (2019). The online teaching playbook: Practical advice for new and experienced instructors. Routledge.
  • Ediger, A. M. (2006). Developing strategic L2 readers… by reading for authentic purposes. In E. Uso´-Juan, & A.Martı´nez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp.303-328). Walter de Gruyter GmbH & Co.
  • Ehri, L. C., Nunes, T., Willows, D. M., Gentleman, S., Moats, L. C., Shanahan, T., Duke, N. K., & Baumann, J. F. (2017). Effective reading instruction: A comprehensive guide to teaching all students to read. Routledge.
  • Ekmekçi, E. (2015). Distance-education in foreign language teaching: Evaluations from the perspectives of freshman students. Procedia - Social and Behavioral Sciences, 176, 390–397. https://doi.org/10.1016/j.sbspro.2015.01.487
  • Eshonqulova, M. T. (2021). Theme: vocabulary teaching strategies in English. Polish Science Journal, 1(34), 27-29.
  • Eslami, Z. R. (2010). Teachers’ voice vs. students’ voice: a needs analysis approach to English for academic purposes (EAP) in Iran. English Language Teaching, 3(1), 3-11. https://doi.org/10.5539/elt.v3n1p3
  • Fajri, D. R., & Saputri, S. W. (2020). Need analysis in curriculum development of English syllabus at Banten Jaya University. Journal of English Language Teaching and Literature, 3(2), 102-108. https://doi.org/10.47080/jeltl.v3i2.969
  • Farisa, E., Sunggingwati, D., Susilo, S. (2023). Teachers’ competencies and students’ attitudes toward ICT at an EFL secondary school. Turkish Online Journal of Distance Education-TOJDE, 24(3), 224-239.
  • Freiberg, H. J., & Robinson, C. M. (2007). The effects of classroom climate on student learning. Educational Psychologist, 42(3), 237-248.
  • Grabe, W. (2006). Areas of research that influence L2 reading instruction. In E. Uso´-Juan & A. Martı´nez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 279-302). Walter de Gruyter GmbH & Co.
  • Grabowski, B.L. (2004). Needs assessment-informing instructional decision making in a large technology-based project. In N. M. Seel & S. Dijkstra (Eds.), Curriculum, plans, and processes in instructional design: international perspectives (p.171-192). Lawrence Erlbaum Associates, Inc.
  • Hamra, A., & Syatriana, E. (2010). Developing a model of teaching reading comprehension for EFL students. TEFLIN Journal, 21(1), 27-40. http://dx.doi.org/10.15639/teflinjournal.v21i1/27-40
  • Hamra, A., & Syatriana, E. (2012). A model of reading teaching for university EFL students: needs analysis and model design. English Language Teaching, 5(10), 1-11. http://dx.doi.org/10.5539/elt.v5n10p1
  • Hashemi, A. (2021). The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students. Journal for the Education of Gifted Young Scientists, 9 (2), 181-191. http://dx.doi.org/10.17478/jegys.846480
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
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There are 79 citations in total.

Details

Primary Language Turkish
Subjects Curriculum Development in Education
Journal Section Articles
Authors

Şükran Tok 0000-0002-8387-615X

Sevda Dolapçıoğlu 0000-0002-2707-1744

Emel Kulaksız 0000-0003-1877-7283

Early Pub Date May 4, 2024
Publication Date May 15, 2024
Submission Date June 11, 2023
Acceptance Date April 2, 2024
Published in Issue Year 2024

Cite

APA Tok, Ş., Dolapçıoğlu, S., & Kulaksız, E. (2024). Yabancı Diller Yüksekokulu İngilizce Programının COVID-19 Uzaktan Eğitim Sürecinde Geliştirilmesine İlişkin Bir İhtiyaç Analizi: Okuma Becerileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(61), 335-361. https://doi.org/10.9779/pauefd.1313025