Students’ Attitudes Towards English Classes Delivered via TRT-EBA TV and the Education Information Network (EBA) during the Covid-19 Pandemic

Yıl 2023, Cilt: 2 Sayı: 2, 317 - 338, 29.12.2023

Tuğçe Nur Aytekin Hüseyin Kafes

https://doi.org/10.58650/educatione.1363998

Öz

The adoption of online learning mode by education institutions across the globe has exponentially increased after the outbreak of the COVID-19 pandemic. As the education institutions in Türkiye too shifted from in-person instruction to online learning, course satisfaction became one of the emerging concerns among the stakeholders., Therefore, this quantitative study aims to investigate the attitudes of 7th and 8th graders towards English classes delivered via EBA-ZOOM and TRT-EBA TV during the emergency remote teaching process amid the COVID-19 pandemic. The data for this study were collected from 204 secondary school students via a Likert scale. The findings revealed that most of the participants had positive attitudes toward learning English in an emergency-remote learning environment, yet they faced a number of challenges and inconveniences caused by the process. Although slight differences were observed among the variables—gender, class and province—no significant difference was found. This study has implications for education stakeholders.

Anahtar Kelimeler

Emergency remote learning, attitudes, EBA Zoom, TRT EBA TV, Covid-19 Pandemic

Covid-19 Pandemisi Sürecinde TRT-EBA TV ve Eğitim Bilişim Ağı (EBA) Üzerinden Verilen İngilizce Derslerine Yönelik Öğrenci Tutumları

Öz

Çevrimiçi öğrenme modunun dünyanın dört bir yanındaki eğitim kurumları tarafından benimsenmesi, COVID-19 salgınının ortaya çıkmasından sonra katlanarak artmıştır. Türkiye'deki eğitim kurumları da yüz yüze eğitimden online öğrenmeye geçince, öğrenen ve öğreticiler arasındaki ders memnuniyeti önemli konulardan biri haline gelmiştir. Bu nedenle, bu nicel çalışma, COVID-19 pandemisi sırasında acil uzaktan öğretim sürecinde 7. ve 8. sınıf öğrencilerinin EBA-ZOOM ve TRT-EBA TV aracılığıyla verilen İngilizce derslerine yönelik öğrencilerin tutumlarını araştırmayı amaçlamaktadır. Bu çalışmaya ilişkin veriler 204 ortaokul öğrencisinden anket formu ile toplanmıştır. Bulgular, katılımcıların çoğunun acil ve uzaktan öğrenme ortamında İngilizce öğrenmeye yönelik olumlu tutumları olduğunu, ancak sürecin neden olduğu birtakım zorluklarla karşı karşıya kaldıklarını ortaya koymuştur. Cinsiyet, sınıf ve il değişkenleri arasında küçük farklılıklar gözlenmesine rağmen, bunlar arasında anlamlı bir fark bulunamamıştır. Bu çalışmanın yöneticilere, öğretmenlere ve öğrencilere yönelik çıkarımlar vardır.

Anahtar Kelimeler

Acil uzaktan eğitim, tutum, EBA Zoom, Covid-19 pandemi

Kaynakça

• REFERENCES Abedalaziz, N., Jamaluddin, S. & Leng, C.H. (2013). Measuring attitudes toward computer and internet usage among postgraduate students in Malaysia. Turkish Online Journal of Educational Technology, 12(2), 200-216. Retrieved September 29, from https://www.learntechlib.org/p/132105/.
• Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2020.1813180
• Akbari, E., Eghtesad, S., & Simons, R. J. (2012). Students’ attitudes towards the use of social networks for learning the English language. Paper presented at International Conference on ICT for Language Learning. Retrieved from https://pdfs.semanticscholar.org/297f/51bea79e1f40f9a91078ecf8b8ff8d311d88 .pdf.
• Akbulut Y. (2008). Exploration of the attitudes of freshman foreign language students toward using computers at a Turkish state university. Turkish Online Journal of Educational Technology, 7(1), 18-31.
• Akcil, U., & Bastas, M. (2021). Examination of university students' attitudes towards E-learning during the COVID-19 Pandemic process and the relationship of digital citizenship. Contemporary Educational Technology, 13(1), ep291. https://doi.org/10.30935/cedtech/9341
• Al-Gahtani, S. S. (2016). Empirical investigation of e-learning acceptance and assimilation: A structural equation model. Applied Computing and Informatics, 12, 27-50. https://doi.org/10.1016/j.aci.2014.09.001
• Al Hosni, J., Al Dhahli W. (2021). Undergraduate students’ attitudes towards online language classes during the COVID-19 Pandemic: Are students thriving or surviving? Journal of English Language Teaching and Applied Linguistics, vol. 3, 15-31.
• Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alhajhoj Alqahtani, R. H. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63(April), 1-9. 101317. https://doi.org/10.1016/j.techsoc.2020.101317
• Almahasees Z., Mohsen K & Amin MO (2021). Faculty’s and students’ perceptions of online learning during COVID-19. Frontiers in Education. Vol. 6, 1-10. https://doi: 10.3389/feduc.2021.638470
• Al-Musawi, N. M. M. (2014). Development and validation of a scale to measure student attitudes towards e-learning. Journal of Teaching and Teacher Education, 2(1), 1-12.
• Alzahrani, M. (2022). Traditional learning compared to online learning during the COVID-19 Pandemic: Lessons learned from faculty’s perspectives. SAGE Open, April-June, 1-11. https://doi.org/10.1177/21582440221091720
• Anderson, B., & Simpson, M. (2012). History and heritage in open, flexible and distance education.. Journal of Open, Flexible, and Distance Learning, 16(2), 1-10.
• Anderson T. (2003). Modes of interaction in distance education: Recent developments and research questions. In: Moore MG, Anderson WG, editors. Handbook of Distance Education. Mahwah, New Jersey: Lawrence Erlbaum Associates Inc.
• Bakioğlu, B., & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
• Baloran, E. T. , Hernan, J. T. & Taoy, J. S. (2021). Course satisfaction and student engagement in Online learning amid COVID-19 Pandemic: A structural equation Model. Turkish Online Journal of Distance Education , 22 (4) , 1-12 . https://DOI: 10.17718/tojde.1002721
• Benhima M. & Ben Abdellah S. (2021). Moroccan English department students’ attitudes towards the use of distance education during COVID-19: Moulay Ismail University as a case study. International Journal of Information and Communication Technology Education (IJICTE), 17(3), 105-122. http://doi.org/10.4018/IJICTE.20210701.oa7
• Bertea, P. (2009). Measuring students’ attitude towards e-learning A case study. Proceedings of the 5th standing conference on e-learning and software for development held in Bucharest from 09-10 April 2009 Bucharest Romania 1-8.
• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals by a Committee of College and University Examiners (Handbook I: Cognitive Domain). New York: Longmans Publishing.
• Bozkurt, A. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.
• Brow, J. S. (2000). The debriefing. Wired. Retrieved from https://www.wired.com/2000/08/brown
• Chen H, van Reyk D, Reyna J, Oliver BG. (2022). A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus. Adv Physiol Educ. 1;46(2):297-308. . https://doi: 10.1152/advan.00141.2021.
• Cinkara, E., & Bagceci, B. (2013). Learner’s attitudes towards online language learning; and corresponding success rates. Turkish Online Journal of Distance Education, 14(2), 118–130.
• Civelek, M., Toplu, I., & Uzun, L. (2021). Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak. English Language Teaching Educational Journal, 4(2), 87-98
• Creswell, J.W. (2013) Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications, Inc., London.
• Çetin, O., & Günay, Y. (2011). Fen eğitimine yönelik örnek bir web tabanlı öğretim materyalinin hazırlanması ve bu materyalin öğretmen öğrenci görüşleri doğrultusunda değerlendirilmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 175-202.
• Dewi, P., & Muhid, A. (2021). Students’ attitudes towards collaborative Learning through E-learning during Covid-19: A male and female students. English Teaching Journal: A Journal of English Literature, Language and Education.
• Divine, R. L., & Wilson, J. H. (1997). Antecedents of student attitudes towards computers. Journal of Marketing Education, 19(2), 54-66.
• Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology & Online Learning, 4(2), 349-367.
• Erarslan, A., Topkaya Z. (2017). EFL students' attitudes towards e-learning and effect of an online course on students' success in English. The Literacy Trek, 3(2), 80-101. Retrieved from https://dergipark.org.tr/tr/download/article-file/378750
• Erdoğan, Y., Bayram S., Deniz L., (2008). Factors that influence academic achievement and attitudes in web-based education. International Journal of Instruction, 1(1), 31-42. Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5148/70105
• Evişen, N. , Akyılmaz, Ö. & Torun, Y. (2020). A case study of university EFL preparatory class students’ attitudes towards online learning during Covid-19 in Turkey. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 4(2), 73-93. Retrieved from https://dergipark.org.tr/tr/pub/guebd/issue/59201/803017
• Fatimayin, F. (2018). What is communication? Chapter 2. National Open University of Nigeria. Retrieved from https://www.researchgate.net/publication/337649561
• Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: competencies for analysis and applications (10th ed.). Boston: Pearson.
• Han, T. , Öksüz, A. , Şarman, G. & Nacar, A. M. (2020). Flow experiences of tertiary level Turkish EFL students in online language classes during COVID-19 outbreak. Milli Eğitim Dergisi, Salgın Sürecinde Türkiye'de Ve Dünyada Eğitim, 49, 1, 1059-1078. https://Doi: 10.37669/milliegitim.787835
• Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Çankaya Üniversitesi Fen-Edebiyat Fakültesi, Journal of Arts and Sciences, 7, 73-87.
• Karslı, M., D. (2003). Öğretmenliğin temel kavramları. Öğretmenlik Mesleğine Giriş, (Editör: Karslı, M. D.) Ankara: Pegem Yayıncılık.
• Kitchakarn, O. (2015). EFL learners' attitudes towards using computers as a learning tool in language Learning. Turkish Online Journal of Educational Technology, 14(2), 52-58. Retrieved from https://www.learntechlib.org/p/160587/
• Mabrito, M. (2006). A study of synchronous versus asynchronous collaboration in an online business writing class. American Journal of Distance Education, 20(2), 93-107. Retrieved September 29, from https://www.learntechlib.org/p/99060/.
• Malmivuori, M. L. (2001). The dynamics of affect, cognition and social environment in the regulation of personal learning processes: The case of mathematics. University of Helsinki Department of Education Research Report 172, Finland: Helsinki University Press.
• Miller, C. C. (2020). ‘I’m only one human being’: Parents brace for a go-it-alone school year. The New York Times. Retrieved from https://www.nytimes.com/2020/08/19/upshot/coronavirus-home-school-parents.html
• Mitra, A. (1998). Categories of computer use and their relationships with attitudes toward computers. Journal of Research on Computing in Education, 30, 281-95
• Mohmmed, A., Khidhir, B., Nazeer, A., Vijayan, V. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 72.
• Moore, M. G. & Kearsley, G. (1996). Distance education: A systems view. CA: Wadsworth Publishing Company. Pallant, J. (2002). SPSS survival manual. Maidenhead, Philadelphia: Open University Press.
• Pokhrel, S., & Chhetri, R. (2021). A literature review on Impact of COVID-19 Pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
• Rhema, A., & Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in informing science and information Technology, 11, 169-190.
• Schrum, L., & Hong, S. (2001, April). The potential for electronic educational environments: Ensuring student success. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
• Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain, 3. Washington, DC: Gryphon House.
• Sinaga, R. R. F., & Pustika, R. (2021). Exploring students’ attitude towards English online learning using Moodle during Covid-19 Pandemic at SMK Yadika Bandarlampung. Journal of English Language Teaching and Learning, 2(1), 8–15. https://doi.org/10.33365/JELTL.V2I1.850
• Sönmez, V., & Alacapınar, G. F. (2013). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
• Taber, K. (2017). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
• Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T.C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research, Review of Educational Research, 76(1), 93-135.
• Tuan, H.-L., Chin, C.-C., & Shieh, S.-H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639–654. https://doi:10.1080/0950069042000323737
• Tüysüz, C. & Çümen, V. (2016). EBA ders Web sitesine ilişkin ortaokul öğrencilerinin görüşleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 9(3), 278-296.
• Ullah, O. (2018). Students’ attitude towards online learning at tertiary level. PUTAJ – Humanities and Social Sciences. 25, 1-2, 63-82. Retrieved from https://www.researchgate.net/publication/324829386_Students'_Attitude_towards_Online_Learning_at_Tertiary_Level
• Uluçay, İ.S. & Çakır, H. (2014). İnteraktif oyunların matematik öğretiminde kullanılması üzerine araştırmaların incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 4(1), 13-34.
• Yamamoto, G., Altun D. (2020) Koronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Journal of University Research, 3(1), 25-34.
• Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID-19 pandemic: a province-wide survey study. British Journal of Educational Technology, 2038-2057. https://doi.org/10.1111/bjet.13102
• WHO (2020). WHO Director-General’s opening remarks at the media briefing on COVID19 -March 2020. Retrieved from https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
• World Bank Group (2020). COVID-19 Could lead to permanent loss in learning and trillions of dollars in lost earnings. Retrieved June 18, 2020, from https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings