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Uluslararası Öğrencilerin Dil Yeterlikleri ve Sınıf Öğrenme Çevresine Yönelik Algıları

Yıl 2020, Sayı: 1, 134 - 143, 01.04.2020

Öz

Bu çalışmada, uluslararası programlara katılan öğrencilerin sınıf atmosferi algılarının ve sınıf içi etkileşimlerinin neler olduğunun betimlenmesi amaçlanmaktadır. Bu amaçla çalışmada, Türkçe dil yeterlik düzeyleri farklı olan uluslararası öğrencileri sınıf arkadaşlarıyla iletişimleri ve sınıf ortamındaki davranışları ile dil yeterlik düzeyleri arasındaki ilişkiler olup olmadığı incelenmiştir. Uluslararası programlara katılan öğrencilerin sınıf atmosferi algılarının ve sınıf içi etkileşimlerinin neler olduğunun betimlenmesinin amaçlandığı bu çalışmada, Türkçe dil yeterlik düzeyleri farklı olan uluslararası öğrencilerin, sınıf arkadaşlarıyla iletişimleri ve sınıf ortamındaki davranışları ile dil yeterlik düzeyleri arasında ilişki olup olmadığı incelenmiştir. Betimsel yöntem kullanılan araştırmada çalışma grubunu, Muğla Sıtkı Koçman Üniversitesine farklı ülkelerden gelen ve farklı fakültelerde öğrenim gören toplam 63 lisans öğrencisi oluşturmaktadır. Veriler, çalışmaya gönüllü olarak katılan uluslararası öğrencilerden kartopu örnekleme yöntemi ile toplanmıştır. Dil yeterliği düşük ve yüksek öğrencilerin yardımlaşma ve katılım davranışları arasındaki ilişkiler çalışmada incelenerek bazı öneriler getirilmiştir. Uluslararası öğrencilerin öğretmen algıları olumludur ve öğretmenlerini arkadaşlarına göre daha çok yardım alınabilir görmektedir. Uluslararası öğrenciler, sınıfta konuşma yerine dinlemeyi daha fazla tercih etmektedir. Öğrencilere göre sözel katılım stresli bir durumdur. Dil yeterliği düşük olan öğrencilerin, daha iyi dil yeterliğine sahip olanlara göre sınıftaki arkadaşlarıyla daha az yardımlaştıkları görülmektedir. Uluslararası öğrenciler, sınıfta sözlü katılım yerine daha çok dinlemeyi tercih etmektedirler

Kaynakça

  • Acar, E. (2016). Faculty perception on international students in Turkey: Benefits and challenges. International Education Studies, 9(5), 1-11.
  • Bista, K. K. (2013). Asian international students’ college experiences at universities in the United States: Relationship between perceived quality of personal contact and self-reported gains in learning (Doctoral dissertation). Arkansas State University, Arkansas. Retrieved from https://eric.ed.gov/?id=ED558880
  • Creswell, J. W. (2017). Eğitim araştırmaları. Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (Çeviri: Yasemin Baykın). İstanbul: EDAM.
  • Colvin, C., & Jaffer, F. (2007). Enhancing the international student experience: The importance of International Student Groups and peer support at Edith Cowan University. In First Year in Higher Education Conference, Brisbane, QUT. Retrieved from http://fyhe.com.au/past_papers/papers07/final_papers/ pdfs/2c.pdf
  • Çetin, Y., Bahar, M., & Griffiths, C. (2017). International Students’ Views on Local Culture: Turkish Experience. Journal of International Students, 7(3), 467-485. https://doi. org/10.32674/jis.v7i3.204
  • Çöllü, E. F., & Öztürk, Y. E. (2010). Türk cumhuriyetleri, Türk ve akraba topluluklarından Türkiye’ye yüksek öğrenim görmek amacıyla gelen öğrencilerin uyum ve iletişim sorunları (Konya Selçuk Üniversitesi örneği). Journal of Azerbaijani Studies, 11(1-4), 284-292.
  • Demir, D., & Genç, A. (2019). Academic Turkish for international students: Problems and suggestions. Journal of Language and Linguistic Studies, 15(1), 34-47. Doi: 10.17263/jlls.547601
  • Devereux, L. (2004). When Harry met Sarita: Using a peermentoring program to develop intercultural wisdom in students, in Transforming Knowledge into Wisdom, Proceedings of the 27th HERDSA Annual Conference, Miri
  • Sarawak, 4-7 July 2004: pp 146. Retrieved from https://www. researchgate.net/publication/229036205_When_Harry_ met_Sarita_Using_a_peer-mentoring_program_to_develop_ intercultural_wisdom_in_students
  • Elega, A. A., & Özad, B. E. (2017). Technologies and second language: Nigerian students’ adaptive strategies to cope with language barrier in Northern Cyprus. Journal of International Students, 7(3), 486-498. https://doi.org/10.32674/jis.v7i3.205
  • Güven, M. & Bahar-Güner, H.Ö. (2016). The problems international students in Turkey face in learning environments and the problem-solving skills preferred. Journal of Education and Future, 9, 83-100. Retrieved from https://dergipark.org.tr/tr/ download/article-file/174225
  • Haskan-Avcı., Ö., Koç, M., & Bayar, Ö. (2019). Uluslararası öğrencilerin Türkiye’deki yükseköğrenimi değerlendirmesi: Azerbaycan örneği. Yükseköğretim Dergisi, 9(1), 75–83. Doi:10.2399/yod.18.035
  • Hossain, A. (2012). Problems and prospects of international students in Germany. Matriculation Number 11516. Research Paper For WS 2011/12, Course: “Research Methods”, Dr. Kay E. Winkler LL.M. M.A. Fakultät Gesellschaft und Ökonomie, Vertretungsprofesssur für Wirtschaftsrecht. Retrieved from https://www.academia.edu/9770052/PROBLEMS_AND_ PROSPECTS_OF_INTERNATIONAL_STUDENTS_IN_GERMANY
  • Hsu, C. F., & Huang, I.T. (2017). Are international students quiet in class? The influence of teacher confirmation on classroom apprehension and willingness to talk in class. Journal of International Students, 7(1), 38–52.
  • Kausar, A., Almas I., Kiyani, & Suleman, Q. (2017). Effect of classroom environment on the academic achievement of secondary school students in the subject of Pakistan studies at secondary level in Rawalpindi district. Pakistan, Journal of Education and Practice, 8(24), 56-63.
  • Lee, E. L. (2002). Self-perceived language competence and East Asian students’ oral participation in American university classrooms (Master’s theses). Western Michigan University, Michigan. Retrieved from https://scholarworks.wmich.edu/ masters_theses/4201
  • Lee, J. (2008). Stress and coping experiences of international students with language barriers during the acculturation process (Doctorate thesis). Florida Üniversitesi, Retrieved from https://ufdc.ufl.edu/UFE0024005/00001
  • Mikulec, E. (2019). Short-term study abroad for pre-service teachers: Personal and professional growth in Brighton, England. International Journal for the Scholarship of Teaching and Learning, 13(1). https://doi.org/10.20429/ ijsotl.2019.130111
  • OECD. (2013). Education at a glance 2013. OECD Indicators. Paris: OECD publishing. Retrieved from http://www.oecd. org/education/eag2013%20(eng)--post-BàT%2013%2009%20 2013%20(eBook)-XIX.pdf
  • OECD. (2015). Education at a glance 2015. OECD Indicators. Paris: OECD publishing. Retrieved from https://www.oecd-ilibrary. org/education/education-at-a-glance-2015_eag-2015-en
  • OECD. (2019). Education at a glance 2019. OECD Indicators. Paris: OECD publishing. https://doi.org/10.1787/f8d7880d-en Olcay-Araklı, G., & Nasır, V.A. (2016). Yükseköğretimde uluslararasılaşma: En çok öğrenci alan ülkeler ve Türkiye perspektifinden 1999-2013 yıllarına bakış. Yükseköğretim ve Bilim Dergisi, 6(3), 288-297. DOI: 10.5961/jhes.2016.165
  • Özer, M. (2017). Türkiye’de yükseköğretimde uluslararasılaşmanın son beş yılı. Yükseköğretim ve Bilim Dergisi, 7(2), 177-184. DOI: 10.5961/jhes.2017.196
  • Karakaya-Özyer, K., & Yıldız, Z. (2020). Country-of-origin and international students’ motivation in Turkey: A correspondence analysis. Kuramsal Eğitimbilim Dergisi, 13(1), 44-64. http:// dx.doi.org/10.30831/akukeg.533005
  • Kondakci, Y. (2011). Student mobility reviewed: Attraction and satisfaction of international students in Turkey. Higher Education, 62(5), 573-592.
  • Maharaja, G. (2018). The impact of study abroad on college students’ intercultural competence and personal development. International Research and Review, 7(2), 18-41.
  • Özoğlu, M., Gür, B. S., & Coşkun, İ. (2015). Factors influencing international students’ choice to study in Turkey and challenges they experience in Turkey, Research in Comparative & International Education, 10(2), 223-237.
  • Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International students, learning environments and perceptions: A case study using the delphi technique, Higher Education Research & Development, 19(1), 89-102.
  • Snoubar, Y. (2017). International students in Turkey: research on problems experienced and social service requirements, The Journal of International Social Research, 10(50), 800-808.
  • Sümer, S., Poyrazli, S., & Grahame, K. (2008). Predictors of depression and anxiety among international students. Journal of Counseling and Development, 86(4), 429-437. Retrieved from http://search.proquest.com/docview/219020714?accou ntid=16595
  • Stebleton, M. J., Soria, K. M., & Cherney, B. T. (2013). The high impact of education abroad: College students’ engagement in international experiences and the development of intercultural competencies. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 1-24. Retrieved from https:// conservancy.umn.edu/bitstream/handle/11299/150028/ Stebleton-Soria-Cherney-FRONTIERS%202012-13. pdf?sequence=1&isAllowed=y
  • Şeker, H. (2019). Hollandalı öğretmen adaylarına göre Türkiye’deki ilköğretime bir bakış. Uluslararası Sosyal Araştırmalar Dergisi, 12(68), 947-956. http://dx.doi.org/10.17719/jisr.2019.3881
  • Tatar, S. (2005). Classroom participation by international students: The case of Turkish graduate students. Journal of Studies in International Education, 9(4), 337-355.
  • Titrek, O., Hashimi, S. H., Ali, A. S., & Nguluma; F. (2016). Challenges faced by international students in Turkey. Anthropologist, 24(1),148-156.
  • Touchie, H. (1986). Second language learning errors: Their types, causes, and treatment. JALT Journal, 8(1), 75-80.
  • Yanpar-Yelken, T., Ünal, K., Özonur, M., & Kamışlı, H. (2012). The problem of the international students: Comparison of Turkey and Belgium. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 58-76.

International Students’ Language Competencies and Perception of Classroom Learning Environment

Yıl 2020, Sayı: 1, 134 - 143, 01.04.2020

Öz

In this study, it is aimed to describe how students participating in international programs perceive the classroom atmosphere and what their classroom interactions are. Moreover, the study investigates whether there are relationships between the communication of the international students of varying levels of Turkish language competence with their peers and their behaviours in the class and their level of language competence. The study group of this research employing the descriptive method is comprised of 63 undergraduate students coming from different countries to study in different faculties of Muğla Sıtkı Koçman University. Data was collected from international students who voluntarily participated in the study. The Snowball sampling method was used in the study. The relationships between the cooperation and participation behaviours of the students with a low and high level of language competence were investigated, and some suggestions were made. It was found that the international students’ perception of the teacher is positive and that they see their teachers as more willing to help them than their peers. International students generally prefer seeking help from their teacher more than from classmates. International students prefer listening rather than speaking in a classroom setting. Verbal participation for international students is a stressful situation. It was also observed that the students with a low level of language competence cooperate with their classmates less than the ones with a relatively higher level of competence. International students prefer listening more than oral participation in the classroom

Kaynakça

  • Acar, E. (2016). Faculty perception on international students in Turkey: Benefits and challenges. International Education Studies, 9(5), 1-11.
  • Bista, K. K. (2013). Asian international students’ college experiences at universities in the United States: Relationship between perceived quality of personal contact and self-reported gains in learning (Doctoral dissertation). Arkansas State University, Arkansas. Retrieved from https://eric.ed.gov/?id=ED558880
  • Creswell, J. W. (2017). Eğitim araştırmaları. Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (Çeviri: Yasemin Baykın). İstanbul: EDAM.
  • Colvin, C., & Jaffer, F. (2007). Enhancing the international student experience: The importance of International Student Groups and peer support at Edith Cowan University. In First Year in Higher Education Conference, Brisbane, QUT. Retrieved from http://fyhe.com.au/past_papers/papers07/final_papers/ pdfs/2c.pdf
  • Çetin, Y., Bahar, M., & Griffiths, C. (2017). International Students’ Views on Local Culture: Turkish Experience. Journal of International Students, 7(3), 467-485. https://doi. org/10.32674/jis.v7i3.204
  • Çöllü, E. F., & Öztürk, Y. E. (2010). Türk cumhuriyetleri, Türk ve akraba topluluklarından Türkiye’ye yüksek öğrenim görmek amacıyla gelen öğrencilerin uyum ve iletişim sorunları (Konya Selçuk Üniversitesi örneği). Journal of Azerbaijani Studies, 11(1-4), 284-292.
  • Demir, D., & Genç, A. (2019). Academic Turkish for international students: Problems and suggestions. Journal of Language and Linguistic Studies, 15(1), 34-47. Doi: 10.17263/jlls.547601
  • Devereux, L. (2004). When Harry met Sarita: Using a peermentoring program to develop intercultural wisdom in students, in Transforming Knowledge into Wisdom, Proceedings of the 27th HERDSA Annual Conference, Miri
  • Sarawak, 4-7 July 2004: pp 146. Retrieved from https://www. researchgate.net/publication/229036205_When_Harry_ met_Sarita_Using_a_peer-mentoring_program_to_develop_ intercultural_wisdom_in_students
  • Elega, A. A., & Özad, B. E. (2017). Technologies and second language: Nigerian students’ adaptive strategies to cope with language barrier in Northern Cyprus. Journal of International Students, 7(3), 486-498. https://doi.org/10.32674/jis.v7i3.205
  • Güven, M. & Bahar-Güner, H.Ö. (2016). The problems international students in Turkey face in learning environments and the problem-solving skills preferred. Journal of Education and Future, 9, 83-100. Retrieved from https://dergipark.org.tr/tr/ download/article-file/174225
  • Haskan-Avcı., Ö., Koç, M., & Bayar, Ö. (2019). Uluslararası öğrencilerin Türkiye’deki yükseköğrenimi değerlendirmesi: Azerbaycan örneği. Yükseköğretim Dergisi, 9(1), 75–83. Doi:10.2399/yod.18.035
  • Hossain, A. (2012). Problems and prospects of international students in Germany. Matriculation Number 11516. Research Paper For WS 2011/12, Course: “Research Methods”, Dr. Kay E. Winkler LL.M. M.A. Fakultät Gesellschaft und Ökonomie, Vertretungsprofesssur für Wirtschaftsrecht. Retrieved from https://www.academia.edu/9770052/PROBLEMS_AND_ PROSPECTS_OF_INTERNATIONAL_STUDENTS_IN_GERMANY
  • Hsu, C. F., & Huang, I.T. (2017). Are international students quiet in class? The influence of teacher confirmation on classroom apprehension and willingness to talk in class. Journal of International Students, 7(1), 38–52.
  • Kausar, A., Almas I., Kiyani, & Suleman, Q. (2017). Effect of classroom environment on the academic achievement of secondary school students in the subject of Pakistan studies at secondary level in Rawalpindi district. Pakistan, Journal of Education and Practice, 8(24), 56-63.
  • Lee, E. L. (2002). Self-perceived language competence and East Asian students’ oral participation in American university classrooms (Master’s theses). Western Michigan University, Michigan. Retrieved from https://scholarworks.wmich.edu/ masters_theses/4201
  • Lee, J. (2008). Stress and coping experiences of international students with language barriers during the acculturation process (Doctorate thesis). Florida Üniversitesi, Retrieved from https://ufdc.ufl.edu/UFE0024005/00001
  • Mikulec, E. (2019). Short-term study abroad for pre-service teachers: Personal and professional growth in Brighton, England. International Journal for the Scholarship of Teaching and Learning, 13(1). https://doi.org/10.20429/ ijsotl.2019.130111
  • OECD. (2013). Education at a glance 2013. OECD Indicators. Paris: OECD publishing. Retrieved from http://www.oecd. org/education/eag2013%20(eng)--post-BàT%2013%2009%20 2013%20(eBook)-XIX.pdf
  • OECD. (2015). Education at a glance 2015. OECD Indicators. Paris: OECD publishing. Retrieved from https://www.oecd-ilibrary. org/education/education-at-a-glance-2015_eag-2015-en
  • OECD. (2019). Education at a glance 2019. OECD Indicators. Paris: OECD publishing. https://doi.org/10.1787/f8d7880d-en Olcay-Araklı, G., & Nasır, V.A. (2016). Yükseköğretimde uluslararasılaşma: En çok öğrenci alan ülkeler ve Türkiye perspektifinden 1999-2013 yıllarına bakış. Yükseköğretim ve Bilim Dergisi, 6(3), 288-297. DOI: 10.5961/jhes.2016.165
  • Özer, M. (2017). Türkiye’de yükseköğretimde uluslararasılaşmanın son beş yılı. Yükseköğretim ve Bilim Dergisi, 7(2), 177-184. DOI: 10.5961/jhes.2017.196
  • Karakaya-Özyer, K., & Yıldız, Z. (2020). Country-of-origin and international students’ motivation in Turkey: A correspondence analysis. Kuramsal Eğitimbilim Dergisi, 13(1), 44-64. http:// dx.doi.org/10.30831/akukeg.533005
  • Kondakci, Y. (2011). Student mobility reviewed: Attraction and satisfaction of international students in Turkey. Higher Education, 62(5), 573-592.
  • Maharaja, G. (2018). The impact of study abroad on college students’ intercultural competence and personal development. International Research and Review, 7(2), 18-41.
  • Özoğlu, M., Gür, B. S., & Coşkun, İ. (2015). Factors influencing international students’ choice to study in Turkey and challenges they experience in Turkey, Research in Comparative & International Education, 10(2), 223-237.
  • Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International students, learning environments and perceptions: A case study using the delphi technique, Higher Education Research & Development, 19(1), 89-102.
  • Snoubar, Y. (2017). International students in Turkey: research on problems experienced and social service requirements, The Journal of International Social Research, 10(50), 800-808.
  • Sümer, S., Poyrazli, S., & Grahame, K. (2008). Predictors of depression and anxiety among international students. Journal of Counseling and Development, 86(4), 429-437. Retrieved from http://search.proquest.com/docview/219020714?accou ntid=16595
  • Stebleton, M. J., Soria, K. M., & Cherney, B. T. (2013). The high impact of education abroad: College students’ engagement in international experiences and the development of intercultural competencies. Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 1-24. Retrieved from https:// conservancy.umn.edu/bitstream/handle/11299/150028/ Stebleton-Soria-Cherney-FRONTIERS%202012-13. pdf?sequence=1&isAllowed=y
  • Şeker, H. (2019). Hollandalı öğretmen adaylarına göre Türkiye’deki ilköğretime bir bakış. Uluslararası Sosyal Araştırmalar Dergisi, 12(68), 947-956. http://dx.doi.org/10.17719/jisr.2019.3881
  • Tatar, S. (2005). Classroom participation by international students: The case of Turkish graduate students. Journal of Studies in International Education, 9(4), 337-355.
  • Titrek, O., Hashimi, S. H., Ali, A. S., & Nguluma; F. (2016). Challenges faced by international students in Turkey. Anthropologist, 24(1),148-156.
  • Touchie, H. (1986). Second language learning errors: Their types, causes, and treatment. JALT Journal, 8(1), 75-80.
  • Yanpar-Yelken, T., Ünal, K., Özonur, M., & Kamışlı, H. (2012). The problem of the international students: Comparison of Turkey and Belgium. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 58-76.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Hasan Şeker Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 1

Kaynak Göster

APA Şeker, H. (2020). Uluslararası Öğrencilerin Dil Yeterlikleri ve Sınıf Öğrenme Çevresine Yönelik Algıları. Yükseköğretim Ve Bilim Dergisi(1), 134-143.
AMA Şeker H. Uluslararası Öğrencilerin Dil Yeterlikleri ve Sınıf Öğrenme Çevresine Yönelik Algıları. J Higher Edu Sci. Nisan 2020;(1):134-143.
Chicago Şeker, Hasan. “Uluslararası Öğrencilerin Dil Yeterlikleri Ve Sınıf Öğrenme Çevresine Yönelik Algıları”. Yükseköğretim Ve Bilim Dergisi, sy. 1 (Nisan 2020): 134-43.
EndNote Şeker H (01 Nisan 2020) Uluslararası Öğrencilerin Dil Yeterlikleri ve Sınıf Öğrenme Çevresine Yönelik Algıları. Yükseköğretim ve Bilim Dergisi 1 134–143.
IEEE H. Şeker, “Uluslararası Öğrencilerin Dil Yeterlikleri ve Sınıf Öğrenme Çevresine Yönelik Algıları”, J Higher Edu Sci, sy. 1, ss. 134–143, Nisan 2020.
ISNAD Şeker, Hasan. “Uluslararası Öğrencilerin Dil Yeterlikleri Ve Sınıf Öğrenme Çevresine Yönelik Algıları”. Yükseköğretim ve Bilim Dergisi 1 (Nisan 2020), 134-143.
JAMA Şeker H. Uluslararası Öğrencilerin Dil Yeterlikleri ve Sınıf Öğrenme Çevresine Yönelik Algıları. J Higher Edu Sci. 2020;:134–143.
MLA Şeker, Hasan. “Uluslararası Öğrencilerin Dil Yeterlikleri Ve Sınıf Öğrenme Çevresine Yönelik Algıları”. Yükseköğretim Ve Bilim Dergisi, sy. 1, 2020, ss. 134-43.
Vancouver Şeker H. Uluslararası Öğrencilerin Dil Yeterlikleri ve Sınıf Öğrenme Çevresine Yönelik Algıları. J Higher Edu Sci. 2020(1):134-43.