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Öğrencilerin Yabancı Dil Kaygısının Yüz Yüze ve Çevrim İçi Eğitimde Karşılaştırmalı İncelemesi

Yıl 2024, Sayı: 61, 2338 - 2363, 27.09.2024
https://doi.org/10.53444/deubefd.1462142

Öz

COVID-19 salgını, acil uzaktan öğretime hızlı bir geçişi tetiklemiş ve eğitim ortamlarına fırsatlarla birlikte zorluklar getirmiştir. Çevrimiçi öğrenme ortamlarına olan bu ani geçiş, öğrenme sürecindeki belirsizlikleri, çevrimiçi araçlara sınırlı aşinalığı ve ev ortamlarında odaklanmayı sürdürmedeki zorlukları içermiştir. Ayrıca yabancı dil kaygısı, yabancı dil dersleri bağlamında önemli bir zorluk olarak ortaya çıkmıştır. Ancak pandemi döneminde öğrencilerin yabancı dil kaygısını ele alan çalışmaların az olması, bu çalışmanın hedeflerine yön vermiştir. Bu çalışma, öğrencilerin yabancı dil kaygısındaki yüz yüze ve çevrimiçi ortamlar arasındaki değişiklikleri değerlendirmeyi amaçlamıştır. Ayrıca çalışmada yabancı dil kaygısını azaltmaya yönelik yöntemler ve stratejiler geliştirilmeye çalışılmıştır. Söz konusu amaçlara ulaşmak için nitel ve nicel verilerin toplanmasını kapsayan karma yöntem araştırma yaklaşımı kullanılmıştır. Araştırmaya Karadeniz Teknik Üniversitesi İngiliz Dili ve Edebiyatı bölümünden rastgele seçilen 120 katılımcı dahil edilmiştir. Nicel veriler, öğrencilerin yabancı dil kaygı düzeylerini değerlendirmek ve aralarındaki istatistiksel farkları tespit etmek için Yabancı Dil Sınıf Kaygı Ölçeği (FLCAS) kullanılarak toplanmıştır. Nitel veriler ise her sınıftan ölçek sorularını yanıtlayan ve e-posta adreslerini veren üç katılımcıyla gerçekleştirilen yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Sonuçlar, öğrencilerin, muhtemelen derslerin video kayıtlarına kolay erişim sağlama ve esneklik gibi avantajları nedeniyle, yüz yüze derslere kıyasla çevrimiçi derslerde önemli ölçüde daha düşük yabancı dil kaygısı yaşadıklarını göstermiştir. Ancak öğrenci görüşleri yüz yüze öğretimin etkililiğine daha çok vurgu yapıldığını göstermektedir.

Kaynakça

  • Adair-Hauck, B., Willingham-McLain, L., & Youngs, B. E. (2000). Evaluating the integration of technology and second language learning. CALICO Journal, 17(2), 269-306. https://www.jstor.org/stable/24152630
  • Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. https://doi.org/10.2307/329005
  • Alexander, M. W., Zhao, J. J., & Truell, A. D. (2012). Expected advantages and disadvantages online learning: Perceptions from college students who have not taken online courses. Issues in Information Systems, 13(2), 193–200. https://doi.org/10.48009/2_iis_2012_193-200
  • Alla, L., Tamila, D., Neonila, K., & Tamara, G. (2020). Foreign language anxiety: Classroom vs. distance learning. Universal Journal of Educational Research, 8(12), 6684-6691. https://doi.org/10.13189/ujer.2020.081233
  • Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, (30)1, 421-444. https://files.eric.ed.gov/fulltext/ED512266.pdf
  • Aydın, S. (2009). Test anxiety among foreign language learners: A review of literature. Journal of Language and Linguistic Studies, 5(1), 127-137. https://dergipark.org.tr/en/download/article-file/104727
  • Billings, E. S., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English learners. International Journal of Science Education, 21, 494-503. https://doi.org/10.1007/s10956-011-9341-0
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Eğitimde bilimsel araştırma yöntemleri (Birinci Baskı). Ankara.
  • Ciotti, M., Ciccozzi, M., Terrinoni, A., Jiang, W. C., Wang, C. B., & Bernardini, S. (2020). The Covid-19 pandemic. Critical Reviews in Clinical Laboratory Sciences, 57(6), 365-388. https://doi.org/10.1080/10408363.2020.1783198
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.
  • Coryell, J.E., & Clark, M.C. (2009). One right way, intercultural participation, and language learning anxiety: A qualitative analysis of adult online heritage and nonheritage language learners. Foreign Language Annals, 42(3), 483–504. doi:10. 1111/j.1944-9720.2009.01037.x
  • Creswell, J. W., & Plano-Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
  • Debora, F. (2021). EFL students’ foreign language anxiety in English language online learning during the COVID-19 pandemic [Unpublished master’s thesis]. Universitas Pendidikan Indonesia.
  • Dewaele, J. M. (2017). Are perfectionists more anxious foreign language learners and users? In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 70–91). Multilingual Matters.
  • Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. doi:http://dx.doi.org/10.14746/ssllt. 2014.4.2.5
  • Doğan, Y. (2020). Üniversite öğrencilerinin uzaktan çevrim içi yabancı dil öğrenmeye yönelik görüşlerinin değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 18, 483-504. https://doi.org/10.37217/tebd.655955
  • Dolmacı, M., & Dolmacı, A. (2020). Eş zamanlı uzaktan eğitimle yabancı dil öğretiminde öğretim elemanlarının görüşleri: Bir Covid 19 örneği. Türk Eğitim Bilimleri Dergisi, 18, 706-732. https://doi.org/10.37217/tebd.783986
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education (Eighth Edition). New York: McGraw-Hill.
  • Grant, S., Huang, H., & Pasfield-Neofitou, S. (2013). Language learning in virtual worlds: The role of foreign language and technical anxiety. The Journal of Virtual Worlds Research, 6(1), 1-9. https://doi.org/10.4101/jvwr.v6i1.7027
  • Gregersen, T. S. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36(1), 25-32. https://doi.org/10.1111/j.1944-9720.2003.tb01929.x
  • Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573-586. https://doi.org/10.1080/02619768.2020.1807513
  • Hilliard, J., Kear, K., Donelan, H., & Heaney, C. (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers & Education, 143, 103675. doi:10.1016/j.compedu.2019.103675
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
  • Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during Covid-19: Perspectives from a university in China. International Journal of Educational Research and Innovation, 15, 400-418. https://dx.doi.org/10.46661/ijeri.5351
  • Huss, J. A., & Eastep, S. (2013). The perceptions of students toward online learning at a midwestern university: What are students telling us and what are we doing about it? Inquiry in Education, 4(2), 1-20. https://digitalcommons.nl.edu/ie/vol4/iss2/5
  • Kaisar, M. T., & Chowdhury, S. Y. (2020). Foreign language virtual classroom: anxiety creator or healer? English Language Teaching, 13(11), 130-140. doi:10.5539/elt.v13n11p130
  • Karadağ, R. (2015). Pre-Service teachers’ perceptions on game based learning scenarios in primary reading and writing instruction courses. Educational Sciences: Theory and Practice, 15(1), 185-200. https://files.eric.ed.gov/fulltext/EJ1057464.pdf
  • Khattak, Z. I., Jamshed, T., Ahmad, A., & Baig, M. N. (2011). An investigation into the causes of English language learning anxiety in students at AWKUM. Procedia Social and Behavioral Sciences, 15, 1600-1604. https://doi.org/10.1016/j.sbspro.2011.03.337
  • Kırali, F. N., & Alci, B. (2016). Üniversite öğrencilerinin uzaktan eğitim algısına ilişkin görüşleri. İstanbul Aydın Üniversitesi Dergisi, 8, 55–83.
  • Kondo, D. S., & Ying-ling, Y. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. ELT Journal, 58(3), 258-265. https://doi.org/10.1093/elt/58.3.258
  • Korlu, Ö. (2020). Eğitim izleme raporu 2020: Eğitim yönetişimi ve finansmanı. Eğitim Reformu Girişimi. https://www.egitimreformugirisimi.org/wp-content/uploads/2010/01/EIR2020_EgitimYonetisimiVeFinansmani.pdf
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  • Kurnaz, E., & Serçemeli, M. (2020). Covid-19 pandemi döneminde akademisyenlerin uzaktan eğitim ve muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. USBAD Uluslararası Sosyal Bilimler Akademi Dergisi 2(3), 262-288.
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EFL Students' Foreign Language Anxiety in Face-to-Face and Online Education

Yıl 2024, Sayı: 61, 2338 - 2363, 27.09.2024
https://doi.org/10.53444/deubefd.1462142

Öz

The outbreak of the COVID-19 pandemic triggered a rapid transition to emergency remote teaching, introducing both opportunities and challenges to the educational landscape. This abrupt shift to online learning environments included uncertainties in the learning process, limited familiarity with online tools, and difficulties in maintaining focus within home environments. Moreover, foreign language anxiety emerged as a significant challenge within the context of foreign language classes. However, few studies addressed students' foreign language anxiety during the pandemic period, prompting this study's objectives. To address such a need, this study aimed to assess changes in students' foreign language anxiety between face-to-face and online environments. Additionally, the study sought to identify reasons and develop strategies for mitigating foreign language anxiety. To achieve the mentioned aims, a mixed-method research approach was employed, encompassing the collection of both qualitative and quantitative data. A sample of 120 participants, randomly selected from Karadeniz Technical University's English Language and Literature department, was included in the study. On the quantitative part, the Foreign Language Classroom Anxiety Scale (FLCAS) was employed to measure students' foreign language anxiety levels and determine statistical differences between them. Qualitative data were gathered through semi-structured interviews conducted with three participants from each class who had answered the scale questions and provided their email addresses. The results indicated that students experienced significantly higher foreign language anxiety in face-to-face classes compared to online classes, possibly due to the convenience of online learning, including accessibility, flexibility, and the availability of recorded lessons. However, students’ reports seem to indicate much emphasis on the effectiveness of face-to-face instruction.

Kaynakça

  • Adair-Hauck, B., Willingham-McLain, L., & Youngs, B. E. (2000). Evaluating the integration of technology and second language learning. CALICO Journal, 17(2), 269-306. https://www.jstor.org/stable/24152630
  • Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. https://doi.org/10.2307/329005
  • Alexander, M. W., Zhao, J. J., & Truell, A. D. (2012). Expected advantages and disadvantages online learning: Perceptions from college students who have not taken online courses. Issues in Information Systems, 13(2), 193–200. https://doi.org/10.48009/2_iis_2012_193-200
  • Alla, L., Tamila, D., Neonila, K., & Tamara, G. (2020). Foreign language anxiety: Classroom vs. distance learning. Universal Journal of Educational Research, 8(12), 6684-6691. https://doi.org/10.13189/ujer.2020.081233
  • Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, (30)1, 421-444. https://files.eric.ed.gov/fulltext/ED512266.pdf
  • Aydın, S. (2009). Test anxiety among foreign language learners: A review of literature. Journal of Language and Linguistic Studies, 5(1), 127-137. https://dergipark.org.tr/en/download/article-file/104727
  • Billings, E. S., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English learners. International Journal of Science Education, 21, 494-503. https://doi.org/10.1007/s10956-011-9341-0
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Eğitimde bilimsel araştırma yöntemleri (Birinci Baskı). Ankara.
  • Ciotti, M., Ciccozzi, M., Terrinoni, A., Jiang, W. C., Wang, C. B., & Bernardini, S. (2020). The Covid-19 pandemic. Critical Reviews in Clinical Laboratory Sciences, 57(6), 365-388. https://doi.org/10.1080/10408363.2020.1783198
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.
  • Coryell, J.E., & Clark, M.C. (2009). One right way, intercultural participation, and language learning anxiety: A qualitative analysis of adult online heritage and nonheritage language learners. Foreign Language Annals, 42(3), 483–504. doi:10. 1111/j.1944-9720.2009.01037.x
  • Creswell, J. W., & Plano-Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
  • Debora, F. (2021). EFL students’ foreign language anxiety in English language online learning during the COVID-19 pandemic [Unpublished master’s thesis]. Universitas Pendidikan Indonesia.
  • Dewaele, J. M. (2017). Are perfectionists more anxious foreign language learners and users? In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 70–91). Multilingual Matters.
  • Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. doi:http://dx.doi.org/10.14746/ssllt. 2014.4.2.5
  • Doğan, Y. (2020). Üniversite öğrencilerinin uzaktan çevrim içi yabancı dil öğrenmeye yönelik görüşlerinin değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 18, 483-504. https://doi.org/10.37217/tebd.655955
  • Dolmacı, M., & Dolmacı, A. (2020). Eş zamanlı uzaktan eğitimle yabancı dil öğretiminde öğretim elemanlarının görüşleri: Bir Covid 19 örneği. Türk Eğitim Bilimleri Dergisi, 18, 706-732. https://doi.org/10.37217/tebd.783986
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education (Eighth Edition). New York: McGraw-Hill.
  • Grant, S., Huang, H., & Pasfield-Neofitou, S. (2013). Language learning in virtual worlds: The role of foreign language and technical anxiety. The Journal of Virtual Worlds Research, 6(1), 1-9. https://doi.org/10.4101/jvwr.v6i1.7027
  • Gregersen, T. S. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36(1), 25-32. https://doi.org/10.1111/j.1944-9720.2003.tb01929.x
  • Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573-586. https://doi.org/10.1080/02619768.2020.1807513
  • Hilliard, J., Kear, K., Donelan, H., & Heaney, C. (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers & Education, 143, 103675. doi:10.1016/j.compedu.2019.103675
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
  • Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during Covid-19: Perspectives from a university in China. International Journal of Educational Research and Innovation, 15, 400-418. https://dx.doi.org/10.46661/ijeri.5351
  • Huss, J. A., & Eastep, S. (2013). The perceptions of students toward online learning at a midwestern university: What are students telling us and what are we doing about it? Inquiry in Education, 4(2), 1-20. https://digitalcommons.nl.edu/ie/vol4/iss2/5
  • Kaisar, M. T., & Chowdhury, S. Y. (2020). Foreign language virtual classroom: anxiety creator or healer? English Language Teaching, 13(11), 130-140. doi:10.5539/elt.v13n11p130
  • Karadağ, R. (2015). Pre-Service teachers’ perceptions on game based learning scenarios in primary reading and writing instruction courses. Educational Sciences: Theory and Practice, 15(1), 185-200. https://files.eric.ed.gov/fulltext/EJ1057464.pdf
  • Khattak, Z. I., Jamshed, T., Ahmad, A., & Baig, M. N. (2011). An investigation into the causes of English language learning anxiety in students at AWKUM. Procedia Social and Behavioral Sciences, 15, 1600-1604. https://doi.org/10.1016/j.sbspro.2011.03.337
  • Kırali, F. N., & Alci, B. (2016). Üniversite öğrencilerinin uzaktan eğitim algısına ilişkin görüşleri. İstanbul Aydın Üniversitesi Dergisi, 8, 55–83.
  • Kondo, D. S., & Ying-ling, Y. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. ELT Journal, 58(3), 258-265. https://doi.org/10.1093/elt/58.3.258
  • Korlu, Ö. (2020). Eğitim izleme raporu 2020: Eğitim yönetişimi ve finansmanı. Eğitim Reformu Girişimi. https://www.egitimreformugirisimi.org/wp-content/uploads/2010/01/EIR2020_EgitimYonetisimiVeFinansmani.pdf
  • Köse, E. (2005). Impact of dialogue journals on language anxiety and classroom affect [Yüksek Lisans Tezi, Bilkent Üniversitesi]. Ankara.
  • Kurnaz, E., & Serçemeli, M. (2020). Covid-19 pandemi döneminde akademisyenlerin uzaktan eğitim ve muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. USBAD Uluslararası Sosyal Bilimler Akademi Dergisi 2(3), 262-288.
  • Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301–316. doi:10.1016/j. system.2006.04.004
  • Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International. Article ID 493167. https://doi.org/10.1155/2011/493167
  • Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(8), 71-86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
  • Liu, M., & Yuan, Y. (2021). Changes in and effects of foreign language classroom anxiety and listening anxiety on Chinese undergraduate students’ English proficiency in the COVID-19 context. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.670824
  • Liu, Y., & Wang, J. (2023). Strategies for reducing EFL learners' foreign language anxiety in online classes: Investigating teachers’ teaching credentials and experience. Heliyon, 9(7). Article e17579. https://doi.org/10.1016/j.heliyon.2023.e17579
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second-language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x
  • Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202-214. https://doi.org/10.1016/j.system.2011.04.002
  • Melchor-Couto, S. (2017). Foreign language anxiety levels in second life oral interaction. ReCALL, 29(1) 99-119. https://doi.org/10.1017/S0958344016000185
  • Ohata, K. (2005). Language anxiety from the teacher’s perspective: Interviews with seven experienced ESL/EFL teachers. Journal of Language and Learning, 3(1), 133-155.
  • Özçelik, N., & Atmaca, E. (2022). Hazırlık programı öğrencilerinin çevrim içi yabancı dil öğrenmeye yönelik görüşleri: Ondokuz Mayıs Üniversitesi örneği. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, GEFAD-YABDİLSEM, 55-77.
  • Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. The Modern Language Journal, 76(1), 14-26. https://doi.org/10.2307/329894
  • Pichette, F. (2009). Second language anxiety and distance language learning. Foreign Language Annals, 42(1), 77–93. https://doi.org/10.1111/j.1944
  • Resnik, P., & Dewaele, J.-M. (2021). Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe. Applied Linguistic Review, 1–29. https://doi.org/10.1515/applirev-2020-0096
  • Resnik, P., Dewaele, J. M., & Knechtelsdorfer, E. (2023). Differences in the intensity and the nature of foreign language anxiety in in‐person and online EFL classes during the pandemic: A mixed‐methods study. TESOL Quarterly, 57(2), 618-642. https://doi.org/10.1002/tesq.3177
  • Rodinadze, S., & Zarbazoia, K. (2012). The advantages of information technology in teaching English language. Frontiers of Language and Teaching, 3(5), 271-275.
  • Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53, 338–352. https://doi.org/10.1111/flan.12461
  • Sakkira, G., Dollaha, S., & Ahmadb, J. (2021). E-Learning in Covid-19 situation: Students’ perception. Journal of Education and Learning Innovation, 1(1), 2775-6173. https://doi.org/10.35877/454RI.eduline378
  • Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language [Unpublished master dissertation]. University of Glasgow.
  • Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39(4), 681–709. doi:10.1017/S0272263116000243
  • Tunca, E., Kesbiç, K., & Gencer, E. G. (2021). Eğitim izleme raporu 2021: Öğrenciler ve eğitime erişim. Eğitim Reformu Girişimi. https://www.egitimreformugirisimi.org/egitim-izleme-raporu-2021- ogrenciler-ve-egitime-erisim/
  • UNESCO (2020). Distance learning solutions. https://en.unesco.org/covid19/educationresponse/solutions
  • Ushida, E. (2003). The role of students’ attitudes and motivation in second language learning in online language courses [Doctoral Dissertation]. Carnegie Mellon University.
  • Véliz-Campos, M., Villegas, C., & Veliz, L. (2023). Foreign language anxiety in online and in-person learning environments: A case from Chile. Language Teaching Research Quarterly, 35, 37-56. https://doi.org/10.32038/ltrq.2023.35.03
  • Vogely, A. J. (1998). Listening comprehension anxiety: Students' reported sources and solutions. Foreign Language Annals, 31(1), 67-80. https://doi.org/10.1111/j.1944-9720.1998.tb01333.x
  • Wang, D., Hu, B., Hu, C., Zhu, F., Liu, X., Zhang, J., Wang, B., Xiang, H., Cheng, Z., Xiong, Y., Zhao, Y., Li, Y., Wang, X., & Peng, Z. (2020). Clinical characteristics of 138 hospitalized patients with 2019 novel coronavirus-infected pneumonia in Wuhan, China. Journal American Medical Association, 323(11), 1061-1069. https://doi.org/10.1001/jama.2020.1585
  • Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11, 522–537. doi:10.1177/104973201129119299
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (Dokuzuncu baskı). Seçkin Yayıncılık.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Hümeyra Dutkun 0009-0007-6261-6125

Hasan Sağlamel 0000-0002-0707-4577

Yayımlanma Tarihi 27 Eylül 2024
Gönderilme Tarihi 3 Nisan 2024
Kabul Tarihi 16 Eylül 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 61

Kaynak Göster

APA Dutkun, H., & Sağlamel, H. (2024). Öğrencilerin Yabancı Dil Kaygısının Yüz Yüze ve Çevrim İçi Eğitimde Karşılaştırmalı İncelemesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(61), 2338-2363. https://doi.org/10.53444/deubefd.1462142