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İngilizce Öğretmeni Eğitiminde Uzaktan İş Birliği: Sistematik Bir İnceleme

Yıl 2023, Cilt: 40-2 Sayı: 3, 1 - 15, 31.12.2023
https://doi.org/10.52597/buje.1153468

Öz

Uzaktan iş birliği uygulamaları, coğrafi olarak dağınık katılımcıların eş zamanlı veya eş zamansız bilgisayar aracılı iletişim araçları aracılığıyla birbirleriyle etkileşim kurmasını sağlar. Uzaktan iş birliği, kültürlerarası iletişim yeterliliğini ve dil becerilerini geliştirerek kültürel farklılıkların öğrenilmesinde, farkındalığın arttırılmasında ve dil öğretmenlerinin yetiştirilmesinde önemli bir rol oynamaktadır. Bu rol göz önünde bulundurularak, bu makale 2018 ve 2022 yılları arasında İngilizce öğretmeni yetiştirme programları kapsamında yürütülen uzaktan iş birliği çalışmalarının sistematik bir incelemesini sunmayı amaçlamaktadır. Bu doğrultuda yirmi güncel ve hakemli makale sistematik inceleme çalışmasının adımlarına göre analiz edilmiştir. Çalışmalar amaçları ve araştırma desenleri yönünden farklılık göstermelerinin yanı sıra, incelenen çalışmaların bulgularının uzaktan iş birlikçi projelerin faydaları, uzaktan iş birliği ile ilgili dezavantajlar ve daha sonraki uzaktan iş birliği projeleri için öneriler olmak üzere üç ana tema altında gruplandırılabileceği bulunmuştur. Buna göre, uzaktan iş birliğinin dil öğretmeni eğitim programlarına dâhil edilmesi için bazı çıkarımlarda bulunulmaktadır.

Kaynakça

  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
  • Bueno-Alastuey, M. C., Villarreal, I., & García Esteban, S. (2018). Can telecollaboration contribute to the TPACK development of pre-service teachers?. Technology, Pedagogy and Education, 27(3), 367–380. https://doi.org/10.1080/1475939X.2018.1471000
  • Chun, D. M. (2015). Language and culture learning in higher education via telecollaboration. Pedagogies: An International Journal, 10(1), 5–-21. https://doi.org/10.1080/1554480X.2014.999775
  • Coutinho, M. (2016). Using a telecollaboration exchange Web 2.0 in a second language classroom. US-China Education Review A, 6(10), 603–609. https://doi.org/10.17265/2161-623X/2016.10.004
  • Çiftçi, E. Y. & Savaş, P. (2018). The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015. ReCALL, 30(3), 278–298. https://doi.org/10.1017/S0958344017000313
  • Dooly, M., & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25(1), 4–29. https://doi.org/10.1017/S0958344012000237
  • Dooly, M., & Sadler, R. (2020). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL, 32(1), 4–24. https://doi.org/10.1017/S0958344019000107
  • Dugartsyrenova, V. A., & Sardegna, V. G. (2019). Raising intercultural awareness through voice-based telecollaboration: Perceptions, uses, and recommendations. Innovation in Language Learning and Teaching, 13(3), 205–220. https://doi.org/10.1080/17501229.2018.1533017
  • Eren, Ö. (2021). Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education. Computer assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2021.1916538
  • Fuchs, C. (2019). Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration. Language Learning & Technology, 23(3), 74–97. http://hdl.handle.net/10125/44697
  • Garcia-Esteban, S., Villarreal, I., & Bueno-Alastuey, M. C. (2019). The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2019.1614960
  • Gough, D., Oliver, S., & Thomas, J. (2012). Introducing systematic reviews. In D. Gough, S. Oliver & J. Thomas (Eds.), An introduction to systematic reviews (pp.1–17). Sage.
  • Grau, M. K., & Turula, A. (2019). Experiential learning of telecollaborative competences in pre-service teacher education. Language Learning & Technology, 23(3), 98–115. http://hdl.handle.net/10125/44698
  • Guth, S., & Helm, F. (2012). Developing multiliteracies in ELT through telecollaboration. ELT journal, 66(1), 42–51. https://doi.org/10.1093/elt/ccr027
  • Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197–217. http://llt.msu.edu/issues/june2015/helm.pdf
  • Hilliker, S. (2020). Virtual exchange as a study abroad alternative to foster language and culture exchange in TESOL teacher education. TESL-EJ, 23(4), 1–13.
  • Hilliker, S. M., & Loranc, B. (2022). Development of 21st century skills through virtual exchange. Teaching and Teacher Education, 112, 1–8. https://doi.org/10.1016/j.tate.2022.103646
  • Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175−188. Jesson, J., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. Sage.
  • Kurek, M., & Müller-Hartmann, A. (2019). The formative role of teaching presence in blended Virtual Exchange. Language Learning & Technology, 23(3), 52–73. http://hdl.handle.net/10125/44696
  • Lenkaitis, C. A. (2020). Teacher candidate reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange. Teaching and Teacher Education, 92(2020), 1–9. https://doi.org/10.1016/j.tate.2020.103041
  • Loranc‐Paszylk, B., Hilliker, S. M., & Lenkaitis, C. A. (2021). Virtual exchanges in language teacher education: Facilitating reflection on teaching practice through the use of video. TESOL Journal, 12(2), 1–15. https://doi.org/10.1002/tesj.580
  • Müller-Hartmann, A. (2006). Learning how to teach intercultural communicative competence via telecollaboration: A model for language teacher education. In J. Belz & S. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 63–84). Heinle & Heinle.
  • O'Dowd, R. (2015a). Supporting in-service language educators in learning to telecollaborate. Language Learning & Technology, 19(1), 63–82. http://llt.msu.edu/issues/february2015/odowd.pdf
  • O'Dowd, R. (2015b). The competences of the telecollaborative teacher. The Language Learning Journal, 43(2), 194–207. https://doi.org/10.1080/09571736.2013.853374
  • O’Dowd, R. (2021a). Virtual exchange: moving forward into the next decade. Computer Assisted Language Learning, 34(3), 209–224. https://doi.org/10.1080/09588221.2021.1902201
  • O'Dowd, R. (2021b). What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges. International Journal of Educational Research, 109, 1–13. https://doi.org/10.1016/j.ijer.2021.101804
  • O'Dowd, R., & Eberbach, K. (2004). Guides on the side? Tasks and challenges for teachers in telecollaborative projects. ReCALL, 16(1), 129–144. https://doi.org/10.1017/S0958344004000217
  • O'Dowd, R., & Ritter, M. (2006). Understanding and working with 'failed communication' in telecollaborative exchanges. CALICO Journal, 23(3), 623–642.
  • O'Dowd, R., Sauro, S., & Spector‐Cohen, E. (2020). The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Quarterly, 54(1), 146–172. https://doi.org/10.1002/tesq.543
  • Pfingsthorn, J., Kramer, C., Czura, A., & Stefl, M. (2019). The formation of professional identity and motivation to engage in telecollaboration in foreign language education. European Journal of Language Policy, 11(2), 143–165. https://doi.org/10.3828/ejlp.2019.10
  • Sadler, R., & Dooly, M. (2016). Twelve years of telecollaboration: What we have learnt. ELT Journal, 70(4), 401–413. https://doi.org/10.1093/elt/ccx070
  • Sardegna, V. G., & Dugartsyrenova, V. A. (2021). Facilitating pre-service language teachers’ intercultural learning via voice-based telecollaboration: The role of discussion questions. Computer Assisted Language Learning, 34(3), 379–407. https://doi.org/10.1080/09588221.2020.1871028
  • Sauro, S., Flogie, A., Gutierrez, B. F., Martinc, U., Nicolaou, A., O’Dowd, R. & Zemljak, D. (2021). Developing virtual innovation and support networks for in-service and pre-service teachers. VALIANT. https://valiantproject.eu/wp-content/uploads/2023/07/LiteratureReview_WP1_Final_23.pdf
  • Schenker, T. (2012). Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3), 449–470. https://doi.org/10.11139/cj.29.3.449-470
  • Schreier, M. (2014). Qualitative content analysis. In U. Flick (Ed.), The Sage handbook of qualitative data analysis (pp. 170–183). Sage.
  • Torgerson, C. (2003). Systematic reviews. Continuum International Publishing Group.
  • Uysal, H. H. (2012). The critical role of journal selection in scholarly publishing: A search for journal options in language-related research areas and disciplines. Journal of Language and Linguistic Studies,8(1), 50–95.
  • Üzüm, B., Akayoğlu, S., & Yazan, B. (2020). Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA. ReCALL, 1, 1–16. https://doi.org/10.1017/S0958344019000235
  • Üzüm, B., Yazan, B., Avineri, N., & Akayoğlu, S. (2019). Preservice teachers' discursive constructions of cultural practices in a multicultural telecollaboration. International Journal of Multicultural Education, 21(1), 82–104. http://dx.doi.org/10.18251/ijme.v21i1.1777
  • Viáfara González, J. J. V. (2020). Prospective English teachers re-examining language ideologies in telecollaboration. Computer Assisted Language Learning, 33(7), 732–754. https://doi.org/10.1080/09588221.2019.1590419
  • Wach, A., Zhang, D., & Nichols-Besel, K. (2022). Grammar instruction through multinational telecollaboration for pre-service teachers. ReCALL, 34(1), 4–20. https://doi.org/10.1017/S0958344021000112
  • Waldman, T., Harel, E., & Schwab, G. (2019). Extended telecollaboration practice in teacher education: Towards pluricultural and plurilingual proficiency. European Journal of Language Policy, 11(2), 167–185. https://doi.org/10.3828/ejlp.2019.11
  • Wu, S. (2021). Unpacking themes of integrating telecollaboration in language teacher education: a systematic review of 36 studies from 2009 to 2019. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2021.1976800
  • Zak, A. (2021). An integrative review of literature: virtual exchange models, learning outcomes, and programmatic insights. Journal of Virtual Exchange, 4, 62–79. https://doi.org/10.21827/jve.4.37582

Telecollaboration in English Language Teacher Education: A Systematic Review

Yıl 2023, Cilt: 40-2 Sayı: 3, 1 - 15, 31.12.2023
https://doi.org/10.52597/buje.1153468

Öz

Telecollaboration practices enable geographically dispersed participants to interact with each other through synchronous or asynchronous computer-mediated communication tools. Telecollaboration plays a significant role in learning cultural differences, raising awareness, and training language teachers by improving intercultural communicative competence (ICC) and language skills. With this role in mind, this paper aims to present a systematic review of the telecollaboration studies conducted within the scope of English language teacher training programs between 2018 and 2022 by analyzing twenty up-to-date and peer-reviewed articles according to the steps of the systematic review study. Along with the differences among study aims and designs, it is found that the findings of the reviewed studies can be grouped under three main themes, which are the benefits of telecollaborative exchanges, the drawbacks associated with telecollaboration and suggestions for further telecollaborative projects. Accordingly, some implications are provided for integrating telecollaboration into language teacher education programs.

Kaynakça

  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
  • Bueno-Alastuey, M. C., Villarreal, I., & García Esteban, S. (2018). Can telecollaboration contribute to the TPACK development of pre-service teachers?. Technology, Pedagogy and Education, 27(3), 367–380. https://doi.org/10.1080/1475939X.2018.1471000
  • Chun, D. M. (2015). Language and culture learning in higher education via telecollaboration. Pedagogies: An International Journal, 10(1), 5–-21. https://doi.org/10.1080/1554480X.2014.999775
  • Coutinho, M. (2016). Using a telecollaboration exchange Web 2.0 in a second language classroom. US-China Education Review A, 6(10), 603–609. https://doi.org/10.17265/2161-623X/2016.10.004
  • Çiftçi, E. Y. & Savaş, P. (2018). The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015. ReCALL, 30(3), 278–298. https://doi.org/10.1017/S0958344017000313
  • Dooly, M., & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25(1), 4–29. https://doi.org/10.1017/S0958344012000237
  • Dooly, M., & Sadler, R. (2020). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL, 32(1), 4–24. https://doi.org/10.1017/S0958344019000107
  • Dugartsyrenova, V. A., & Sardegna, V. G. (2019). Raising intercultural awareness through voice-based telecollaboration: Perceptions, uses, and recommendations. Innovation in Language Learning and Teaching, 13(3), 205–220. https://doi.org/10.1080/17501229.2018.1533017
  • Eren, Ö. (2021). Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education. Computer assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2021.1916538
  • Fuchs, C. (2019). Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration. Language Learning & Technology, 23(3), 74–97. http://hdl.handle.net/10125/44697
  • Garcia-Esteban, S., Villarreal, I., & Bueno-Alastuey, M. C. (2019). The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2019.1614960
  • Gough, D., Oliver, S., & Thomas, J. (2012). Introducing systematic reviews. In D. Gough, S. Oliver & J. Thomas (Eds.), An introduction to systematic reviews (pp.1–17). Sage.
  • Grau, M. K., & Turula, A. (2019). Experiential learning of telecollaborative competences in pre-service teacher education. Language Learning & Technology, 23(3), 98–115. http://hdl.handle.net/10125/44698
  • Guth, S., & Helm, F. (2012). Developing multiliteracies in ELT through telecollaboration. ELT journal, 66(1), 42–51. https://doi.org/10.1093/elt/ccr027
  • Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197–217. http://llt.msu.edu/issues/june2015/helm.pdf
  • Hilliker, S. (2020). Virtual exchange as a study abroad alternative to foster language and culture exchange in TESOL teacher education. TESL-EJ, 23(4), 1–13.
  • Hilliker, S. M., & Loranc, B. (2022). Development of 21st century skills through virtual exchange. Teaching and Teacher Education, 112, 1–8. https://doi.org/10.1016/j.tate.2022.103646
  • Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175−188. Jesson, J., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. Sage.
  • Kurek, M., & Müller-Hartmann, A. (2019). The formative role of teaching presence in blended Virtual Exchange. Language Learning & Technology, 23(3), 52–73. http://hdl.handle.net/10125/44696
  • Lenkaitis, C. A. (2020). Teacher candidate reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange. Teaching and Teacher Education, 92(2020), 1–9. https://doi.org/10.1016/j.tate.2020.103041
  • Loranc‐Paszylk, B., Hilliker, S. M., & Lenkaitis, C. A. (2021). Virtual exchanges in language teacher education: Facilitating reflection on teaching practice through the use of video. TESOL Journal, 12(2), 1–15. https://doi.org/10.1002/tesj.580
  • Müller-Hartmann, A. (2006). Learning how to teach intercultural communicative competence via telecollaboration: A model for language teacher education. In J. Belz & S. Thorne (Eds.), Internet-mediated intercultural foreign language education (pp. 63–84). Heinle & Heinle.
  • O'Dowd, R. (2015a). Supporting in-service language educators in learning to telecollaborate. Language Learning & Technology, 19(1), 63–82. http://llt.msu.edu/issues/february2015/odowd.pdf
  • O'Dowd, R. (2015b). The competences of the telecollaborative teacher. The Language Learning Journal, 43(2), 194–207. https://doi.org/10.1080/09571736.2013.853374
  • O’Dowd, R. (2021a). Virtual exchange: moving forward into the next decade. Computer Assisted Language Learning, 34(3), 209–224. https://doi.org/10.1080/09588221.2021.1902201
  • O'Dowd, R. (2021b). What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges. International Journal of Educational Research, 109, 1–13. https://doi.org/10.1016/j.ijer.2021.101804
  • O'Dowd, R., & Eberbach, K. (2004). Guides on the side? Tasks and challenges for teachers in telecollaborative projects. ReCALL, 16(1), 129–144. https://doi.org/10.1017/S0958344004000217
  • O'Dowd, R., & Ritter, M. (2006). Understanding and working with 'failed communication' in telecollaborative exchanges. CALICO Journal, 23(3), 623–642.
  • O'Dowd, R., Sauro, S., & Spector‐Cohen, E. (2020). The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Quarterly, 54(1), 146–172. https://doi.org/10.1002/tesq.543
  • Pfingsthorn, J., Kramer, C., Czura, A., & Stefl, M. (2019). The formation of professional identity and motivation to engage in telecollaboration in foreign language education. European Journal of Language Policy, 11(2), 143–165. https://doi.org/10.3828/ejlp.2019.10
  • Sadler, R., & Dooly, M. (2016). Twelve years of telecollaboration: What we have learnt. ELT Journal, 70(4), 401–413. https://doi.org/10.1093/elt/ccx070
  • Sardegna, V. G., & Dugartsyrenova, V. A. (2021). Facilitating pre-service language teachers’ intercultural learning via voice-based telecollaboration: The role of discussion questions. Computer Assisted Language Learning, 34(3), 379–407. https://doi.org/10.1080/09588221.2020.1871028
  • Sauro, S., Flogie, A., Gutierrez, B. F., Martinc, U., Nicolaou, A., O’Dowd, R. & Zemljak, D. (2021). Developing virtual innovation and support networks for in-service and pre-service teachers. VALIANT. https://valiantproject.eu/wp-content/uploads/2023/07/LiteratureReview_WP1_Final_23.pdf
  • Schenker, T. (2012). Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3), 449–470. https://doi.org/10.11139/cj.29.3.449-470
  • Schreier, M. (2014). Qualitative content analysis. In U. Flick (Ed.), The Sage handbook of qualitative data analysis (pp. 170–183). Sage.
  • Torgerson, C. (2003). Systematic reviews. Continuum International Publishing Group.
  • Uysal, H. H. (2012). The critical role of journal selection in scholarly publishing: A search for journal options in language-related research areas and disciplines. Journal of Language and Linguistic Studies,8(1), 50–95.
  • Üzüm, B., Akayoğlu, S., & Yazan, B. (2020). Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA. ReCALL, 1, 1–16. https://doi.org/10.1017/S0958344019000235
  • Üzüm, B., Yazan, B., Avineri, N., & Akayoğlu, S. (2019). Preservice teachers' discursive constructions of cultural practices in a multicultural telecollaboration. International Journal of Multicultural Education, 21(1), 82–104. http://dx.doi.org/10.18251/ijme.v21i1.1777
  • Viáfara González, J. J. V. (2020). Prospective English teachers re-examining language ideologies in telecollaboration. Computer Assisted Language Learning, 33(7), 732–754. https://doi.org/10.1080/09588221.2019.1590419
  • Wach, A., Zhang, D., & Nichols-Besel, K. (2022). Grammar instruction through multinational telecollaboration for pre-service teachers. ReCALL, 34(1), 4–20. https://doi.org/10.1017/S0958344021000112
  • Waldman, T., Harel, E., & Schwab, G. (2019). Extended telecollaboration practice in teacher education: Towards pluricultural and plurilingual proficiency. European Journal of Language Policy, 11(2), 167–185. https://doi.org/10.3828/ejlp.2019.11
  • Wu, S. (2021). Unpacking themes of integrating telecollaboration in language teacher education: a systematic review of 36 studies from 2009 to 2019. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2021.1976800
  • Zak, A. (2021). An integrative review of literature: virtual exchange models, learning outcomes, and programmatic insights. Journal of Virtual Exchange, 4, 62–79. https://doi.org/10.21827/jve.4.37582
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Derleme
Yazarlar

Derya Coşkun 0000-0001-6044-6109

Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 40-2 Sayı: 3

Kaynak Göster

APA Coşkun, D. (2023). Telecollaboration in English Language Teacher Education: A Systematic Review. Bogazici University Journal of Education, 40-2(3), 1-15. https://doi.org/10.52597/buje.1153468