İngilizce Konuşma Becerilerinin Öğretiminde Tekno-Pedagojik Eğitim: Bir İhtiyaç Analizi Çalışması

Öz

Bu çalışmanın amacı, İngilizce konuşma becerileri dersine yönelik teknopedagojik temelli bir tasarım geliştirmek amacıyla ihtiyaç analizi gerçekleştirmektir. Nitel araştırma yöntemiyle yürütülen çalışmada temel nitel araştırma deseni kullanılmıştır. Türkiye’de bir devlet üniversitesinde öğrenim gören Sivil Havacılık Kabin Hizmetleri programından 13 öğrenciyle yarı yapılandırılmış bireysel görüşmeler yapılmış ve veriler içerik analizi tekniği ile analiz edilmiştir. Bulgular, sınav ve dilbilgisi odaklı öğretimin İngilizce konuşma pratiğini olumsuz etkilediğini; öğrencilerin aksan, kelime bilgisi, akıcılık ve telaffuz güçlükleri yaşadığını; özgüven eksikliği, yanlış yapma kaygısı ve heyecanın süreci olumsuz etkilediğini göstermektedir. Öğrenciler; ilgi ve ihtiyaçlara dayalı, mesleki ve güncel içeriklerle desteklenen, tartışma, rol oynama, oyun temelli ve iş birlikli etkinlikleri içeren iletişimsel, öğrenci merkezli bir ders tasarımı beklemektedir. Ölçme-değerlendirme sürecinde ise performans, süreç ve katılım temelli yaklaşımlar ile video tabanlı ödevler gibi esnek uygulamalar tercih edilmektedir. Katılımcılar, teknoloji kullanımını olumlu değerlendirmekte; çevrimiçi kurslar, mobil uygulamalar, sosyal medya ve görsel-işitsel materyallerin zaman–mekân esnekliği sağlayarak maruziyeti artırdığını ve telaffuz, dinleme ile konuşma becerilerini desteklediğini belirtmektedir. Sonuçlar, teknopedagojik eğitimin konuşma derslerinde etkili ve sürdürülebilir öğrenme için gerekli olduğunu, program geliştirme süreçlerinde ihtiyaç analizinin merkeze alınması gerektiğini göstermektedir.

Anahtar Kelimeler

• İngilizce konuşma becerisi
• ihtiyaç analizi
• öğrenci görüşleri
• teknoloji entegrasyonu
• teknopedagoji

Techno-pedagogical Education in Teaching of English Speaking Skills: A Needs Analysis Study

Öz

The aim of this study is to conduct a needs analysis in order to develop a techno-pedagogical-based design for English speaking skills courses. The study was conducted using qualitative research methods and a basic qualitative research design. Semi-structured individual interviews were conducted with 13 students from Civil Aviation Cabin Services programme at a state university in Turkey and the data were analysed using content analysis techniques. The findings show that exam- and grammar-focused teaching negatively affects English speaking practice; students experience difficulties with accent, vocabulary, fluency and pronunciation; and lack of self-confidence, fear of making mistakes and nervousness negatively affect the process. Students expect a communicative, student-centred lesson design based on interests and needs, supported by professional and current content and including discussion, role-playing, game-based and collaborative activities. In the assessment process, performance, process and participation-based approaches and flexible applications such as video-based assignments are preferred. Participants reported positive perceptions regarding the use of technology; they state that online courses, mobile applications, social media and audiovisual materials increase exposure by providing time and space flexibility and support pronunciation, listening and speaking skills. The results show that techno-pedagogical education is necessary for effective and sustainable learning in speaking classes and that needs analysis should be central to curriculum development processes.

Anahtar Kelimeler

• English speaking skills
• needs analysis
• student opinions
• technology integration
• techno-pedagogy

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