Undergraduate-Level English for Academic Purposes (EAP) in Distance Education: Perceived Effectiveness of Two Assessment Techniques

Yıl 2024, Sayı: 59, 205 - 221, 29.03.2024

Didem Erdel

https://doi.org/10.53444/deubefd.1345460

Öz

This study aimed to investigate the perceptions of undergraduate-level students of English language and literature program about their English academic writing experiences in the assessment of courses requiring essay writing during a temporary distance education period in 2022-2023 spring term in Türkiye. The study followed a qualitative case study design and utilized semi-structured student interviews for data collection. Synchronous timed-writing exams and home assignments were identified as the two e-assessment techniques EAP writing was involved. The findings revealed that both synchronous timed exams and home assignments had their own limitations and merits with respect to their effects on the efficacy of the students’ EAP writing; however, home assignments were found to be more applicable and convenient for students in adhering to the conventions of academic writing. Online timed-writing synchronized with videoconference sessions affected students’ emotional reactions and writing task management in a negative direction. The results are discussed in light of the available literature and implications are provided.

Anahtar Kelimeler

EAP writing, EAP assessment, E-assessment, L2 writing

Uzaktan Eğitimde Lisans Düzeyinde Akademik Amaçlı İngilizce: İki Ölçme Tekniğinin Algılanan Verimliliği

Öz

Bu çalışma, Türkiye'de geçici olarak uzaktan eğitimle sürdürülen 2022-2023 bahar döneminde İngiliz dili ve edebiyatı lisans programı öğrencilerinin kompozisyon yazmayı gerektiren derslerin değerlendirme süreçlerinde İngilizce akademik yazma deneyimlerine ilişkin algılarını incelemeyi amaçlamıştır. Çalışmada nitel durum çalışması deseni kullanılmış, araştırma verileri yarı yapılandırılmış öğrenci görüşmeleri ile elde edilmiştir. Eşzamanlı süreli-yazma sınavları ve ev ödevleri, akademik yazım gerektiren iki e-değerlendirme tekniği olarak belirlenmiştir. Bulgular, öğrencilerin İngilizce akademik yazma yeterliliği üzerindeki etkileri bakımından değerlendirildiğinde, hem eş zamanlı süreli sınavların hem de ev ödevlerinin olumlu ve olumsuz etkileri bulunduğunu ortaya koymuştur. Süreli yazma sınavlar ile kıyaslandığında ev ödevlerinin öğrencilerin akademik yazım kurallarına uyması açısından daha uygulanabilir ve uygun olduğu görülmüştür. Video konferans oturumlarıyla senkronize edilen çevrimiçi süreli yazma deneyimi, öğrencilerin duygusal tepkilerini ve yazma sürecindeki görev yönetimini olumsuz yönde etkilemiştir. Sonuçlar mevcut alan yazın ışığında tartışılarak çıkarımlar sunulmuştur.

Anahtar Kelimeler

Akademik amaçlı İngilizce, EAP değerlendirme, E-değerlendirme, ikinci dilde yazma

Kaynakça

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