K12 Öğrencilerinin ve Velilerinin Çevrim İçi İngilizce Öğrenme Üzerine Algıları

Yıl 2022, 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 363 - 397, 31.01.2022

Zekiye Tavil , Hande Koşansu

Öz

Tüm ülkelerde COVID 19 pandemisi nedeniyle K12 öğrencilerinin eğitimi, yüz yüze eğitime alternatif olan çevrim içi eğitimle yaygın bir şekilde sağlanmıştır. Bu çalışmanın amacı, K12 öğrencilerinin ve velilerinin çevrim içi İngilizce öğrenmeye yönelik algılarını belirlemektir. Bu karma yöntem çalışmasındaki amaçlar dikkate alınarak anketler ve odak grup görüşmeleri yapılmıştır. Betimleyici istatistikler ve içerik analizi, dilin unsurlarını geliştirme fırsatını yansıtırken, çocukların dikkatlerinin kolayca dağıldığını, akranları ve İngilizce öğretmenleriyle etkileşimlerinde eksiklikleri vurgulamaktadır. Bu güncel araştırma, ebeveynlerin çocuklarının çevrim içi öğrenme süreçlerine dâhil olmasının önemini de ortaya koymaktadır. Ayrıca veliler çevrim içi eğitimdense hibrit sistemi tercih ettiklerini belirtmektedirler.

Anahtar Kelimeler

Çevrim içi eğitim, K12 öğrencileri, İngilizce öğretimi

The Perceptions of K12 Students and Their Parents Towards Online English Learning

Öz

Online education has been widely provided as an alternative to face-to-face education for most of the K12 students owing to COVID 19 pandemic in the world. The aim of this study was to determine the perceptions of K12 students and their parents towards online English learning. In consideration of the purposes in this mixed-methods design study, the questionnaires and the focus group interviews were administered. The descriptive statistics and content analysis reflect the opportunity to improve the components of the language, whereas highlighted the children’s distraction, lack of interaction with peers and their English teachers. This current research also revealed the significance of the parents’ getting involved in their children’s online learning procedures. Additionally, the parents stated their preferences about the hybrid system.

Anahtar Kelimeler

Online education, Young learners, Teaching English

Kaynakça

• Altunay, D. (2019). EFL Students’ Views on Distance English Language Learning in a Public University in Turkey. Studies in English Language Teaching. https://doi.org/10.22158/selt. v7n1p121.
• Assalahi, H. (2020). Learning EFL online during a pandemic: Insights into the quality of emergency online education. International Journal of Learning, Teaching and Educational Research, 19(11), 203-222.
• Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937
• Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020). Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents. https://doi.org/10.3389/feduc.2020.00103
• Cautela, J. R., & Brion-Meisels, L. (1979). A Children’s Reinforcement Survey Schedule. Psychological Reports, 44(1), 327-338. https://doi.org/10.2466/pr0.1979.44.1.327
• Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th ed. Boston, MA: Pearson.
• Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University
• Ekmekçi, E. (2015). Distance-education in foreign language teaching: evaluations from the perspectives of freshman students. Procedia-Social and Behavioral Sciences, 176, 390-397.
• Evisen, N., Akyilmaz, O., & Torun, Y. (2020). A Case Study of University EFL Preparatory Class Students’ Attitudes towards Online Learning during Covid-19 in Turkey. Gaziantep University Journal of Educational Sciences, 4(1), 73-93.
• Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.
• Fiş Erümit, S. (2021). The distance education process in K–12 schools during the pandemic period: evaluation of implementations in Turkey from the student perspective. Technology, Pedagogy and Education, 1-20.
• Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
• Halliwell, S. (1992). Teaching English in the Primary Classroom. London: Longman.
• Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41-61.
• İnci Kuzu, Ç. (2020). Covid-19 Pandemisi Sürecinde Uygulanan İlkokul Uzaktan Eğitim Programı (Eba Tv) İle İlgili Veli Görüşleri. MİLLÎ EĞİTİM, 49(1), 505-527, DOI: 10.37669/milliegitim.720556
• Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158.
• Kızıltan, N., & Atlı, I. (2013). Turkish young language learners' attitudes towards English. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-2), 266-278.
• Lee, J., & Martin, L. (2017). Investigating students’ perceptions of motivating factors of online class discussions. International Review of Research in Open and Distributed Learning: IRRODL, 18(5), 148-172.
• Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: ıt was not as bad as we feared. Distance Education, 42(1), 164-172.
• Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585
• Lubis, A. H., & Lubis, Z. (2020). Parent’s Perceptions on E-Learning During Covid-19 Pandemic in Indonesia. Journal of Critical Reviews, 7(18), 3599-3607.
• MEB. (2021a, May, 15). FATİH Projesi. Republic of Turkey Ministry of National Education, Innovation and Educational Technologies General Directorate. http://fatihprojesi.meb.gov.tr/
• MEB. (2021b, May, 15). Sayılarla Uzaktan Eğitim. Republic of Turkey Ministry of National Education, Innovation and Educational Technologies General Directorate. http://yegitek.meb.gov.tr/www/sayilarla-uzaktan-egitim/icerik/3064
• Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
• Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261-283.
• Saffold, F. (2021). Engaging Young Learners through Online Teaching. eLearn, 2021(1).
• Teruya, J. (2021). Pedagogy in a pandemic: Responsibilisation and agency in the (re)making of teachers. Pedagogy, Culture & Society, 1-17.
• Uzunsakal, E., & Yıldız, D. (2018). Alan Araştırmalarında Güvenilirlik Testlerinin Karşılaştırılması Ve Tarımsal Veriler Üzerine Bir Uygulama. Uygulamalı Sosyal Bilimler Dergisi, 2(1), 14-28.
• Wang, C. X. (2021). CAFE: An Instructional Design Model to Assist K-12 Teachers to Teach Remotely during and beyond the Covid-19 Pandemic. TechTrends, 65(1), 8-16.
• Yılmaz, E., Güner, B., Mutlu, H., & Arın Yılmaz, D. (2020). Farklı Öğrenim Kademelerindeki Öğrencilere Verilen Uzaktan Eğitim Hizmetinin Veli Görüşlerine Göre Değerlendirilmesi. MİLLÎ EĞİTİM, 49(1), 477-503. DOI: 10.37669/milliegitim.777353
• Zuo, M., Ma, Y., Hu, Y., & Luo, H. (2021). K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China. Frontiers of Education in China, 16(1), 1–30. https://doi.org/10.1007/s11516-021-0001-8.