Kurumsal akreditasyon onlar için ne anlama geliyor?: Yükseköğretim düzeyinde İngilizce öğrenci ve öğretim elemanlarının metaforik kavramsallaştırmaları

Yıl 2025, Cilt: 8 Sayı: 2, 163 - 176, 29.12.2025

Hüsem Korkmaz , Gökhan Kayır

https://doi.org/10.70325/eyyad.1778139

Öz

Bu çalışma, Türk yükseköğretim bağlamında İngilizce öğrenenlerin ve öğretim elemanlarının kurumsal akreditasyonu metaforik ifadeler aracılığıyla nasıl kavramsallaştırdığını araştırmaktadır. Lakoff ve Johnson’ın Kavramsal Metafor Çerçevesi’ni kullanan bu araştırma, dil eğitiminde kalite güvence mekanizmalarına yönelik paydaş algılarını incelemektedir. Çalışma, Türkiye’nin batısında bir devlet üniversitesinin akredite edilmiş Yabancı Diller Yüksekokulu’nda 70 katılımcı (58 öğrenci ve 12 öğretim elemanı) ile yürütülmüştür. Veriler, katılımcıların “Akreditasyon... gibidir çünkü...” ifadesini tamamladığı bir ifade tamamlama görevi aracılığıyla toplanmıştır. Yanıtlar, baskın metaforik örüntüleri belirlemek için tematik olarak analiz edilmiştir. Analiz beş ana tema ortaya koymuştur: Kalite Güvencesi (%24,3), “garanti” ve “onay mührü” gibi metaforlarla güven ve standardizasyonu vurgulamaktadır; Rehberlik (%20), “pusula” ve “GPS” gibi metaforlarla akreditasyonu yönlendirme aracı olarak göstermektedir; Gelişim (%21,4), “antrenör” gibi metaforlarla akreditasyonu büyüme mekanizması olarak tasvir etmektedir; Stres/Zorluk (%18,6), “doktor randevusu” gibi metaforlarla duygusal yükleri yakalamaktadır; ve Eleştiri/Sınırlılıklar (%14,3), “sosyal medya filtresi” gibi metaforlarla etkinliği sorgulamaktadır. Bulgular, paydaşların kalite sağlama ve gelişimi teşvik etme açısından akreditasyonu değerlendirirken, aynı zamanda bürokratik talepler ve potansiyel yüzeysellik nedeniyle eleştirdiklerini ortaya koymaktadır. Bu araştırma, eğitim bağlamlarında kalite güvence mekanizmalarının anlaşılmasına katkıda bulunarak, dil eğitiminde daha etkili ve paydaş-duyarlı akreditasyon süreçlerinin geliştirilmesi için içgörüler sağlamaktadır.

Anahtar Kelimeler

Accreditation , quality assurance , EFL , metaphorical conceptualization , tertiary education

What does institutional accreditation mean to them?: Metaphorical conceptualizations of the tertiary level EFL learners and instructors

Öz

This study explores how English as a Foreign Language (EFL) learners and instructors conceptualize institutional accreditation through metaphorical expressions in a Turkish tertiary education context. Using Lakoff and Johnson’s Conceptual Metaphor Framework, this research investigates stakeholder perceptions of quality assurance mechanisms in language education. The study was conducted at the School of Foreign Languages of an accredited state university in Türkiye involving 70 participants (58 EFL learners and 12 instructors). Data were collected through a discourse-completion task where participants completed the statement “Accreditation is like... because...” The responses were analysed thematically to identify dominant metaphorical patterns. The analysis revealed five major themes: Quality Assurance (24.3%), emphasizing trust and standardization through metaphors like “warranty” and “seal of approval”; Guidance (20%), portraying accreditation as a navigational tool with metaphors such as “compass” and “GPS”; Improvement (21.4%), depicting accreditation as a growth mechanism using metaphors like “a trainer”; Stress/Challenge (18.6%), capturing emotional burdens through metaphors such as “doctor’s appointment”; and Critique/Limitations (14.3%), questioning efficacy through metaphors like “social media filter.” The findings reveal that stakeholders simultaneously value accreditation for ensuring quality and fostering improvement, yet critique it for bureaucratic demands and potential superficiality. This research contributes to understanding quality assurance mechanisms in educational contexts, providing insights for developing more effective and stakeholder-responsive accreditation processes in language education.

Anahtar Kelimeler

Accreditation , quality assurance , EFL , metaphorical conceptualization , tertiary education

Kaynakça

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