A Determination Regarding the Application of Station Rotation Online Teaching Model in Foreign Language Teaching

Yıl 2023, Sayı: 13, 1407 - 1427, 31.12.2023

Ziyoda Khalmatova , Meltem Ekti

https://doi.org/10.51531/korkutataturkiyat.1387425

Öz

Blended learning is currently attracting the interest of many researchers and educators around the world as a new model for organizing the educational process in higher education institutions. Blended learning is understood as a phenomenon where face-to-face learning and teaching experiences are combined with online tasks and activities. This study investigates the effectiveness of online instruction station rotation model (SRM) of blended learning implemented for A2-level students learning Turkish as a foreign language (TFL). The study conducted a mixed method approach where qualitative data was quantified within the usage of ratio analysis. Data was collected from listening and reading skill activities executed by students (n=13) at the online instruction station model and MAXQDA 2020 research program was used to analise each student’s and all students’ performances. As a result it was determined that most of the students gave better answers in true/false and matching activities compared to filling the gap activity. Besides there were found more spelling mistakes in dictation and during expression students apparently have thought in their mother tongue. According to the challenges which students faced during the implementation, this study ends with some implications for future researches to overcome issues of the online instruction model.

Anahtar Kelimeler

Blended learning, station rotation model, online instruction, listening and reading skills, teaching Turkish as a foreign language

Yabancı Dil Öğretiminde İstasyon Dönüşümlü Çevrimiçi Öğretim Modelinin Uygulanmasına İlişkin Tespit

Öz

Harmanlanmış öğrenme, yükseköğretim kurumlarında eğitim sürecini düzenlemek için bir model olarak dünya çapında birçok araştırmacı ve eğitimcinin ilgisini çekmektedir. Harmanlanmış öğrenme, yüz yüze öğrenme ve öğretme deneyimlerinin çevrimiçi görevler ve faaliyetlerle birleştirildiği bir olgu olarak anlaşılmaktadır. Bu çalışma, yabancı dil olarak Türkçe (TFL) öğrenen A2 düzeyindeki öğrenciler için uygulanan harmanlanmış öğrenmede istasyon rotasyon modelinin (SRM) çevrimiçi öğretimde etkililiğini araştırmaktadır. Karma yaklaşımın kullanıldığı çalışmada nitel yapıda elde edilen verilerin oran analizi yapılmış ve bu analiz sayılarla somutlaştırılmıştır. Veriler, çevrimiçi öğretim istasyonu modelinde öğrenciler (n=13) tarafından yürütülen dinleme ve okuma becerisi etkinliklerinden toplanmış ve her öğrencinin ve tüm öğrencilerin performansını analiz etmek için MAXQDA 2020 araştırma programı kullanılmıştır. Sonuç olarak öğrencilerin çoğunun doğru/yanlış ve eşleştirme etkinliklerinde boşluk doldurma etkinliğine göre daha iyi yanıtlar verdikleri belirlenmiştir. Ayrıca öğrencilerin dikte ve anlatım sırasında ana dillerinden hareketle daha fazla yazım hatası yaptıkları tespit edilmiştir. Öğrencilerin uygulama sırasında karşılaştıkları zorluklarla birlikte bu çalışmada, çevrimiçi öğretim modelinde karşılaşabilecek sorunlara dikkat çekilmiştir.

Anahtar Kelimeler

Harmanlanmış öğrenme, istasyon rotasyon modeli, çevrimiçi talimat, dinleme ve okuma becerileri, Türkçenin yabancı dil olarak öğretilmesi

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