Çevirmen Eğitiminde Aktif Öğrenme: Rahatsızlık, Kaygı ve Akademik Performansın İncelenmesi

Yıl 2025, Sayı: 22, 248 - 259, 04.07.2025

Burcu Taşkın

https://doi.org/10.26650/iujts.2025.1613737

Öz

Bu çalışma, aktif öğrenme rahatsızlığı ve sosyal etkileşim kaygısının Türkiye’deki çeviri öğrencilerinin akademik başarılarına etkisini incelemektedir. Öğrenci odaklı, etkileşimli ve deneyimsel öğrenmeyi vurgulayan yapısalcı öğrenme paradigmasına dayanan çalışma, söz konusu psikolojik faktörlerin çevirmen eğitiminde kullanılan aktif öğrenme yöntemlerinin uygulanmasına nasıl etki ettiğini araştırmaktadır. Nicel Araştırma yönteminin kullanıldığı çalışmanın verileri 21 üniversitenin Mütercim ve Tercümanlık/Çeviribilim bölümlerinden 225 öğrencinin katılımıyla elde edilmiştir. Bulgular, derslerde aktif öğrenme yöntemlerinin orta sıklıkta kullanıldığını; bunlardan sunum ve tartışmanın ise en sık kullanılan yöntemler olduğunu göstermektedir. Genel Akademik Not Ortalaması (GANO), aktif öğrenme rahatsızlığı ve sosyal etkileşim kaygısı arasında herhangi bir ilişki olmadığı tespit edilse de bu iki psikolojik faktör arasında güçlü pozitif bir ilişki gözlemlenmektedir. Ayrıca, aktif öğrenme yöntemlerinin kullanım sıkılığı ile aktif öğrenme rahatsızlığı arasında zayıf negatif bir ilişki bulunmaktadır. Bu da aktif öğrenme yöntemlerinin kullanımının artmasıyla bu rahatsızlığın azaldığını göstermektedir. Regresyon analizi de sosyal etkileşim kaygısının aktif öğrenme rahatsızlığının güçlü bir göstergesi olduğunu ortaya koymuştur. Kadın öğrencilerin kaygı ve rahatsızlık seviyelerinin erkek öğrencilerden oldukça fazla olduğu, buna rağmen GANO’larının erkek öğrencilerden yüksek olduğu da bulgular arasındadır. Sonuçlar, çevirmen eğitiminde öğrencilerin aktif öğrenme yöntemlerine katılımının artırılması için psikolojik bariyerlerin azaltılması konusunda pedagojik stratejiler geliştirilmesi gerekliliğinin altını çizmektedir.

Anahtar Kelimeler

akademik başarı , aktif öğrenme rahatsızlığı , çevirmen eğitimi , sosyal etkileşim kaygısı , yapısalcı öğrenme

Active Learning in Translator Education: Investigating Discomfort, Anxiety, and Academic Performance

Öz

This study examines the impact of active learning discomfort and social interaction anxiety on academic success among translation students in Turkey. Based on the constructivist learning paradigm underlining student-centered, interactive, and experiential learning, this study explores how psychological factors influence engagement with active learning methods in translator education. Data were collected from 225 students enrolled in the Translation and Interpreting/Translation Studies departments of 21 universities using a quantitative approach. The findings suggest a moderate use of active learning methods, with presentations and discussions being the most frequently implemented techniques. While no significant correlation was found between Grade Point Average (GPA) and either active learning discomfort or social interaction anxiety, a strong positive relationship was observed between these two psychological factors. Additionally, there is a weak negative correlation between the use of active learning methods and active learning discomfort, suggesting that increased exposure to active learning activities reduces discomfort. Regression analysis further confirms that social interaction anxiety is a strong predictor of active learning discomfort. Moreover, female students reported higher levels of both anxiety and discomfort despite achieving higher GPAs. The results highlight the need for pedagogical strategies that address psychological barriers to active learning, ensuring more effective engagement in translator education.

Anahtar Kelimeler

academic success , active learning discomfort , constructivist learning , social interaction anxiety , translator education

Kaynakça

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