FOREIGN LANGUAGE LEARNERS’ PERCEPTIONS OF THEIR ONLINE ROLES IN EMERGENCY REMOTE TEACHING

Yıl 2024, Cilt: 33 Sayı: 2, 907 - 918, 20.10.2024

Erdal Kaçar

https://doi.org/10.35379/cusosbil.1482030

Öz

Nearly all facets of life, including language instruction, have been impacted by the COVID-19 epidemic and the devastating earthquake in February 2023. Consequently, remote education, also known as e-learning or virtual learning, has taken over as the standard offering in numerous contexts. In this regard, remote teaching practices have been preferred in many higher education institutions. However, gaining a comprehensive understanding of the evolving educational practices during this period requires an awareness of how pupils respond to this change. In the course of the emergency remote teaching, language learners' conceptions of instruction and learning were examined using a metaphor analysis approach. For this purpose, a semi-structured form utilizing the Turkish university students' metaphorical concepts regarding their roles in online learning, along with an open-ended questionnaire where participants shared their background information, was employed. Data collected from 56 foreign language learners from different departments at a state university in Turkey was analysed using elicited metaphor analysis. The results showed that foreign language learners used a variety of metaphors, which were categorized as passive recipient, independent learner, flexible person, ineffective consumer, lazy individual, and lost guide, suggesting both favourable and unfavourable dispositions toward emergency remote teaching. In light of the research results, several recommendations and implications were provided.

Anahtar Kelimeler

Foreign Language Learners, Metaphor, Perception, E-roles, Distance Education

YABANCI DİL ÖĞRENCİLERİNİN ACİL UZAKTAN ÖĞRETİMDE ÇEVİRİM İÇİ ROLLERİNE DAİR GÖRÜŞLERİ

Öz

Dil eğitimi de dahil olmak üzere hayatın neredeyse tüm yönleri COVID-19 salgını ve yıkıcı Şubat 2023 depreminden etkilendi. Sonuç olarak, e-öğrenme veya sanal öğrenme olarak da bilinen uzaktan eğitim, birçok bağlamda standart teklif olarak yerini almıştır. Bu bağlamda, birçok yükseköğretim kurumunda uzaktan öğretim uygulamaları tercih edilmektedir. Ancak, bu dönemde gelişen eğitim uygulamaları hakkında daha kapsamlı bilgi edinmek, öğrencilerin bu değişime nasıl tepki verdiklerinin bilinmesiyle mümkündür. Acil uzaktan öğretim sürecinde, Türk üniversite öğrencilerinin öğretim ve öğrenme anlayışları metafor analizi yaklaşımı kullanılarak incelenmiştir. Bu amaçla, katılımcıların çevrimiçi öğrenmedeki rollerine ilişkin metaforik kavramlarını kullanan yarı yapılandırılmış bir form ve katılımcıların geçmiş bilgilerini paylaştıkları açık uçlu bir anket kullanılmıştır. Türkiye'deki bir devlet üniversitesinin farklı bölümlerinden 56 yabancı dil öğrencisinden toplanan veriler, ortaya çıkarılan metafor analizi kullanılarak analiz edilmiştir. Sonuçlar, yabancı dil öğrenenlerin pasif alıcı, bağımsız öğrenen, esnek kişi, etkisiz tüketici, tembel birey ve kayıp rehber olarak kategorize edilen ve acil uzaktan öğretime yönelik hem olumlu hem de olumsuz eğilimlere işaret eden çeşitli metaforlar kullandıklarını göstermiştir. Araştırma sonuçları ışığında, çeşitli öneriler ve çıkarımlar sunulmuştur.

Anahtar Kelimeler

Yabancı Dil Öğrenenler, Metafor, Algı, E-roller, Uzaktan Eğitim

Kaynakça

• Ahmadi, D., Reza, M. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115- 125. https://doi.org/10.29252/ijree.3.2.115.
• Altunay, D. (2019). EFL students’ views on distance English language learning in a public university in Turkey. Studies in English Language Teaching, 7, 1.121-134. https://doi.org/10.22158/selt.v7n1p121.
• Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439.
• Bernard, R.M., & Lundgren-Cayrol, K. (2010). Computer conferencing: An environment for collaborative project-based learning in distance education. Educ. Res. Eval. Int. J. Theory Pract., 7, 241–261.
• Bozkurt A. (2020). Images and perceptions of primary school students towards distance education during coronavirus (COVID-19) pandemic: a metaphor analysis. Usak University Journal of Educational Research 6(2):1-23.
• Carter, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5/6), 321-329. https://doi.org/10.1108/ILS-04-2020-0114.
• Chang, V., & Fisher, D. (2003). The validation and application of a new learning environment instrument for online learning in higher education. In M. Khine & D. Fisher (Eds.), Technology-rich learning environments: A future perspective (pp. 1-20). World Scientific.
• Çivril, H., Aruğaslan, E., & Özaydın-Özkara, B. (2018). Uzaktan eğitim öğrencilerinin uzaktan eğitime yönelik metaforları [Distance education perceptions of distance education students: A metaphor analysis]. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 39-59.
• Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96 https://doi.org/10.1007/s11125-020-09464-3.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
• Ersoy, N. Ş. (2023). Empowering Inclusion: Addressing barriers in distance learning for disadvantaged groups. TOJET: The Turkish Online Journal of Educational Technology, 22(4). Retrieved from http://www.tojet.net/articles/v22i4/2246.pdf.
• Ferguson, R., Clow, D., Beale, R., Cooper, A. J., Morris, N., Bayne, S., et al. (2015). Moving through MOOCS: Pedagogy, learning design and patterns of engagement. Proceedings of the 10th European conference on technology enhanced learning (EC-TEL '15) (pp. 70–84). https://doi.org/10.1007/978-3-319-24258-3_6.
• Fidan, M. (2017). Metaphors of blended learning’ students regarding the concept of distance education. International Online Journal of Educational Sciences, 9(1), 276-291.
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6. Gómez Flórez, É., Pineda, J. E., & Marín García, N. (2012). EFL students' perceptions about a web-based English reading comprehension course. Profile Issues in Teachers Professional Development, 14(2), 113-129. http://hdl.handle.net/10495/2918.
• Güneş, A. & Fırat, M. (2016). Açık ve uzaktan öğrenmede metafor analizi araştırmaları [Metaphor analysis researches in open and distance learning]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 115-129. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning . Howland, J., & Moore, J. (2002). Student perceptions as distance learners in internet-based courses. Distance Education, 23(2), 183-195.
• Hurd, S. (2005). Autonomy and the distance language learner. Distance education and languages: Evolution and change, 1-19. https://doi.org/10.21832/9781853597770-003.
• Jung, E., Kim, D., Yoon, M., Park, S., & Oakley, B. (2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. Computers & Education, 128, 377–388. https://doi.org/10.1016/j.compedu.2018.10.001.
• Memić-Fišić, I., & Bijedić, N. (2017). Teaching materials for ESL distance learning. Explorations in English Language and Linguistics, 5(1), 40-54. https://hrcak.srce.hr/216834.
• Moser, K. S. (2000). Metaphor analysis in psychology—method, theory, and fields of application. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 1(2). https://doi.org/10.17169/fqs-1.2.1090.
• Neumeier, P. (2005). A closer look at blended learning—Parameters for designing a blend¬ed learning environment for language teaching and learning. ReCALL, 17 (2), 163-178.
• Nurjanah, R. L. & Pratama, M. R. A. (2020). Self-regulated learning strategy instructions in reading comprehension skill learning during outbreak era. JELTL (Journal of English Language Teaching and Linguistics), 5(2), 191-201.
• Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. Jossey-Bass Publishers.
• Sari, F. M. & Wahyudin, A. Y. (2019). Undergraduate students’ perceptions toward blended learning through Instagram in English for business class. International Journal of Language Education, 3(1), 64-73. https://doi.org/10.26858/ijole.v1i1.7064.
• Schreier, M. (2012). Qualitative content analysis in practice. SAGE.
• Singh, G., O’Donoghue, J., & Worton, H. (2005). A study into the effects of e-learning on higher education. Journal of University Teaching and Learning Practice, 2(2), 13-24.
• Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082.
• Smith, R. (2017). ISTE releases new standards for educators to maximize learning for all students using technology. Journal Article. Retrieved from: https://www.iste.org/explore/articleDetail.
• Unger, S., & Meiran, W. R. (2020). www.ijtes.net Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science (IJTES), 4(4), 256–266. Wong, J., Khalil, M., Baars, M., Koning, B. B.-D., & Paas, F. (2019). Exploring sequence of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140, 1-14. https://doi.org/10.1016/j.compedu.2019.103595.
• Yıldırım, A. & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (5. baskı). Seçkin Yayıncılık. Yılmaz, A. B. (2018). Distance and face-to-face students’ perceptions towards distance education: A comparative metaphorical study. Turkish Online Journal of Distance Education, 20(1), 191-207. https://doi.org/10.17718/tojde.522705 .