Birinci Sınıf Öğrencilerinin Yabancı Dilde Kaygı Duyma ve Keyif Almalarının Çevrimiçi Konuşma Becerileri Dersi Üzerinden İncelenmesi

Yıl 2025, Sayı: 27, 107 - 120, 13.02.2025

Rabia İrem Durmuş , Nalan Kızıltan

https://doi.org/10.30786/jef.1404254

Öz

Bu nicel araştırma, online konuşma becerileri dersleri aracılığıyla birinci sınıf öğrencilerin Yabancı Dilde Keyif Alma (YDKA) ve Yabancı Dil Konuşma Kaygısı (YDKK) inceleyerek çevrimiçi yabancı dil konuşma becerileri derslerinin kalitesini artırmayı amaçlamıştır. Bu doğrultuda, engelleyici ve kolaylaştırıcı faktörlerin belirlenmesi hedeflenmiştir. Bu araştırmanın örneklemini, 33 üniversitenin İngilizce Öğretmen Eğitimi Programları'ndan 722 katılımcı oluşturmaktadır. Yapılan analizler sonucunda YDKAve YDKK arasında önemli bir negatif korelasyon bulunduğu belirlenmiştir. Cinsiyet açısından, katılımcıların cinsiyeti ile YDKA ve YDKK arasında anlamlı bir korelasyon bulunmamıştır. Bölge değişkeninin YDKA ve YDKK üzerindeki etkisi analiz edildiğinde, katılımcıların üniversitelerinin bulunduğu bölgeler ile YDKA ve YDKK arasında anlamlı bir korelasyon saptanmıştır. Ayrıca, çokdillilik derecesi ile YDKA ve YDKK arasında anlamlı bir korelasyon bulunduğu ortaya çıkmıştır. Dahası, algılanan İngilizce yeterlilik düzeyi ile YDKA ve YDKK arasında anlamlı bir korelasyon bulunmuş ve daha yüksek algılanan yeterlilik düzeyinin daha yüksek bir YDKA düzeyi ile pozitif korelasyon gösterdiği görülmüştür. Ayrıca, konuşma becerileri sınıf ortamı tercihlerinin YDKA ve YDKK ile anlamlı bir korelasyon gösterdiği ve yüz yüze sınıf yerine çevrimiçi sınıf tercih edenlerin daha yüksek YDKA'ya sahip olduğu belirlenmiştir. Sonuçlar doğrultusunda pedagojik öneriler sunulmuştur.

Anahtar Kelimeler

yabancı dil konuşma kaygısı, yabancı dilde keyif alma, çevrimiçi yabancı dil öğrenme, İngilizce öğretmenliği lisans öğrencileri

Investigating the Freshmen's Anxiety and Enjoyment through Online Speaking Skills Courses

Öz

This quantitative research investigated freshmen’s Foreign Language Enjoyment (FLE) and Foreign Language Speaking Anxiety (FLSA) through online speaking skills courses in order to promote the quality of online foreign language speaking skills courses by determining hindering and facilitating factors. The present research sample consists of 722 participants from 33 universities’ English Language Teacher Education Programs. It was reached that a significant negative correlation was found between FLE and FLSA. In terms of gender, no significant correlation was found between participants’ gender and their FLE and FLSA. When the region variable effect on FLE and FLSA was analyzed, a significant correlation was detected between regions where the participants’ universities were placed and FLE and FLSA. The analysis also revealed that there was a significant correlation between the degree of plurilingualism and FLE and FLSA. Furthermore, a significant correlation was found between the perceived level of English proficiency and FLE and FLSA which showed that a higher perceived proficiency level was positively correlated with a higher FLE level and vice versa. Moreover, a significant correlation was revealed between speaking skills classroom environment preferences for speaking skills courses and FLE and FLSA; the ones with online classroom preference instead of face-to-face classroom showed higher FLE. In line with the results, pedagogical implications were offered.

Anahtar Kelimeler

Foreign language speaking anxiety, foreign language enjoyment, online foreign language learning, undergraduate ELT students

Etik Beyan

Adhering to ethical standards, the present study strictly follows guidelines from the “Higher Education Institutions Scientific Research and Publication Ethics Directive.” Ondokuz Mayıs University Social and Human Sciences Ethics Committee reviewed and approved the research application (Serial number: 2020/788).

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