İngilizce öğretmenlerinin görüşlerine göre yabancı dil olarak İngilizce öğretiminde dijital okuryazarlığın rolünün belirlenmesi

Year 2022, Issue: 29, 966 - 986, 21.08.2022

Kwestan Hussein Ahmed Seçil Tümen Akyıldız

https://doi.org/10.29000/rumelide.1164991

Cited By: 2

Abstract

Yabancı dil olarak İngilizce (EFL) öğretiminde dijital teknolojilerin kullanımı konusu yeterince ele alınmamıştır. COVID-19 pandemisi yabancı dil olarak İngilizce öğretimi alanında dijital teknolojinin ve dijital okuryazarlığın önemini gözler önüne sermiştir. Bu noktadan hareketle bu çalışma ortaokul ve lise düzeyinde çalışmakta olan İngilizce öğretmenlerinin dijital okuryazarlığın İngilizce öğretimindeki rolünü belirlemek üzere görüşlerini ortaya koymayı amaçlamaktadır. Ayrıca, İngilizce öğretmenlerinin dijital okuryazarlık seviyeleri ve bu seviyelerin öğretimlerindeki etkileri ile dijital teknolojilerin kullanımlarının getirdiği olumlu ve olumsuz yönler ortaya çıkarılmaya çalışılmıştır. Bunlara ek olarak ortaokul ve lise öğretmenleri arasında bahsi geçen kavramlar bağlamında fark olup olmadığı da aydınlatılmaya çalışılmıştır. Bu amaçlara ulaşmak için, bu çalışmada nitel bir paradigma kullanılmıştır. Araştırma sonucunda öncelikle lise düzeyinde çalışan öğretmenlerin ortaokul düzeyinde çalışanlara göre dijital okuryazarlık kavramını daha iyi bildikleri, iki grup öğretmenin de dijital teknolojileri rahat bir şekilde kullanabildikleri belirlenmiştir. İkinci olarak, dijital okuryazarlığın yabancı dil öğretiminde olumlu etkileri olduğu ortaya çıkmıştır. Üçüncü olarak araştırmaya katılan tüm öğretmenlerin üzerinde mutabık oldukları bir durum da dijital teknolojilerin dil öğretimini kolaylaştırdığıdır. Son olarak birçok avantajı bulunmasına rağmen dijital teknolojilerin bazı dezavantajlarının da bulunduğu belirlenmiştir. Sonuç olarak tüm sonuçlar göz önüne alındığında dijital okuryazarlığın yabancı dil olarak İngilizce öğretiminde çok önemli bir yere sahip olduğu ve de öğretmenlerinin bu beceriyi etkili bir şekilde kullanmaları gerektiği ortaya çıkmıştır. Öğretmenlerin Web 2 araçları gibi farklı teknolojilerle derslerini çeşitlendirmelerinin ve de bu alanda öğretmenlerde var olan eksiklikleri gidermek için yapılacak eğitimlerin faydalı olacağı gibi önerilerde bulunulmuştur.

Keywords

Dijital okuryazarlık, yabancı dil olarak İngilizce öğretimi, dijital teknolojiler

Determining the role of digital literacy in EFL teaching concerning the views of Turkish EFL Teachers

Abstract

The use of digital technologies in English as a foreign language (EFL) teaching has not been addressed enough. Furthermore, the COVID-19 pandemic has emphasized the significance of digital technology and digital literacy in EFL field. This study aims at finding out EFL in-service secondary school (SS) and high school (HS) teachers’ views on the role of digital literacy in their EFL teaching; revealing the level of EFL teachers’ digital literacy and its effects on their teaching, and understanding the facilities of the digital tools and challenges in EFL teachers’ instructions. Further, this study aims to examine the difference between the thoughts of SS teachers and HS teachers about the role of digital literacy in EFL. To achieve these aims, this study utilized a qualitative paradigm to determine the role of digital literacy in EFL classes concerning the views of Turkish EFL teachers, and their perceptions about digital teaching and learning tools in their instruction. First it was found that HS teachers knew the term digital literacy more than the SS teachers. Both SS and HS teachers were confident using digital tools and being digitally literate although some of them could not define the term properly. Secondly digital literacy was claimed to have positive effects on language teaching. Thirdly, all the participants agreed with the fact that the innovations of the digital technologies facilitated their language instruction. Lastly, digital tools had many challenges due to some problems besides their advanteages. All in all, when taken together, the results of this study confirmed the vital role of digital literacy in EFL teaching in the digital age that teachers should acquire and use it actively. Therefore, EFL teachers should incorporate digital literacy in using different digital technologies such as Web 2 tools having several facilities into their instructions. The EFL teachers also admitted the need for trainings and seminars to help them using those tools and become digital natives.

Keywords

Digital Literacy, English as a foreign language teaching (EFL), digital technologies.

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