Türkiye'de Deprem Sonrası Acil Uzaktan Eğitim Sürecinde İngiliz Dili Eğitimi Programındaki Öğretmen Adaylarının Öz-Düzenlemeli Öğrenme Becerileri

Yıl 2023, Cilt: 2023 Sayı: 21, 733 - 764, 31.10.2023

Seçil Tümen Akyıldız , Oğuzcan Çığ , Vildan Çelik

https://doi.org/10.46778/goputeb.1318751

Öz

Türkiye'nin güneyini vuran büyük deprem, yükseköğretim kurumlarında yüz yüze eğitimden acil uzaktan eğitime hızlı bir geçişe sebep olduğu için, COVID-19 pandemi dönemindeki gibi eğitim öğretim sürecini güçleştirmiştir. Deprem sonrası acil uzaktan eğitime geçiş, üniversite öğrencilerinin öz-düzenlemeli öğrenme becerileri üzerinde de engeller oluşturmuştur. Bu sorun, İngiliz Dili Eğitimi gibi belirli programlara kayıtlı öğrencileri de etkilemiştir. Bu çalışma da İngiliz Dili Eğitimi programında öğrenim gören öğretmen adaylarının deprem sonrası acil uzaktan eğitim sürecinde öz-düzenlemeli öğrenme becerilerinin kullanımına ilişkin görüşlerini araştırmayı amaçlamaktadır. Araştırmada, Türkiye'de Karadeniz Bölgesi'ndeki bir üniversitede İngiliz Dili Eğitimi programında üçüncü sınıfta öğrenim gören sekiz öğretmen adayının dahil olduğu ve odak grup tartışması yoluyla yürütülen yarı yapılandırılmış görüşme yöntemi kullanılmıştır. Görüşme, Zoom platformu aracılığıyla gerçekleştirilmiş ve veriler nitel içerik analizi kullanılarak incelenmiştir. Bulgular, katılımcıların çoğunun öz-düzenlemeli öğrenme becerilerini yüz yüze eğitimde ve hatta pandemi dönemindeki uzaktan eğitimde verimli bir şekilde kullandığını, deprem sonrası uzaktan eğitimde ise aynı performans seviyesine ulaşamadıklarını ortaya koymuştur. Deprem sonrası uzaktan eğitim sürecinde öğretmen adayları davranışsal, üst-bilişsel ve motivasyonel olarak öz-düzenleme becerisine tam olarak sahip öğrenenler değildirler. Dolayısıyla bulgular, motivasyon faktörlerinin, psikolojik sıkıntıların ve acil uzaktan eğitime neden olan etmenlerin, öz-düzenlemeli öğrenme becerilerinin etkili bir şekilde uygulanmasını etkileyebileceğini göstermektedir. Literatürdeki çok az çalışma, doğal bir felaketten sonra gerçekleştirilen acil uzaktan eğitim süreçleriyle ilgilendiği için, bu araştırmanın doğal bir felaket sonrası acil uzaktan eğitim sürecinde İngiliz Dili Eğitimi programındaki öğretmen adaylarının öz-düzenlemeli öğrenme becerilerinin anlaşılmasına katkıda bulunacağı umulmaktadır

Anahtar Kelimeler

Acil Uzaktan Eğitim, Doğal Afet, İngiliz Dili Eğitimi, Öğretmen Adayları, Öz-Düzenlemeli Öğrenme Becerileri

Self-Regulated Learning Skills of ELT Pre-Service Teachers during Post-Earthquake Emergency Remote Education in Türkiye

Öz

The devastating earthquake that struck southern Türkiye has challenged teaching and learning, as in the COVID-19 pandemic, since a rapid transition from face-to-face education to emergency remote education occurred in higher education institutions. The shift to post-earthquake emergency remote education (PERE) has also posed challenges to college students' self-regulated learning skills (SRLS). This issue has also affected students enrolled in certain programs, such as English Language Teaching (ELT). Therefore, this study aims to investigate ELT pre-service teachers’ views on the use of SRLS during the PERE period. The methodology in this research is a semi-structured interview carried out through focus group discussion and included eight junior ELT pre-service teachers at a university in the Black Sea Region in Türkiye. The researchers conducted the interview via Zoom, and qualitative content analysis was used to examine the data. The findings revealed that the majority employed SRLS efficiently in face-to-face education and even in pandemic-driven remote education, and they found it hard to achieve the same level of performance during PERE. They are not fully behaviorally, metacognitively, and motivationally self-regulated learners in PERE. The findings, thus, suggest that motivational factors, psychological distress, and the issues that cause emergency remote education can affect the effective implementation of self-regulated learning (SRL). Hopefully, this research will contribute to understanding ELT pre-service teachers’ SRLS during emergency remote education launched after a natural disaster, as a relatively small body of literature is concerned with emergency remote education processes after a natural disaster.

Anahtar Kelimeler

Emergency Remote Education, English Language Teaching (ELT), Natural Disaster, Pre-service Teachers, Self-regulated Learning Skill

Kaynakça

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