İngilizce öğretmen adaylarıının Türkiye'deki çevrimiçi dil değerlendirmesine ilişkin görüşleri

Yıl 2024, , 1727 - 1740, 29.09.2024

Sabahattin Yeşilçınar

https://doi.org/10.30783/nevsosbilen.1524449

Öz

Teknoloji, çevrimiçi dil değerlendirmelerinin (OLA) benimsenmesini hızlandırarak avantaj ve dezavantajlar ortaya çıkarmıştır. Bu çalışma, öğretmen adaylarının OLA hakkındaki bakış açılarını araştırmaktadır. Nitel fenomenolojik bir yaklaşım kullanılarak, Türkiye'deki bir devlet üniversitesinden 11 İngilizce öğretmen adayı ile görüşmeler yapılmıştır. Bulgular, OLA'nın hem avantajlarını hem de dezavantajlarını ortaya koymaktadır. Olumlu yönden bakıldığında, öğretmen adayları kağıt kullanımını azaltmanın çevresel ve finansal faydalarının yanı sıra otomatik not verme ve uzaktan değerlendirme esnekliği gibi operasyonel verimliliklerin altını çizmişlerdir. Ayrıca multimedya ve interaktif unsurların sağladığı gelişmiş öğrenme deneyimlerini ve çevrimiçi platformların sunduğu yenilikçi değerlendirme fırsatlarını takdir etmişlerdir. Bununla birlikte, teknik ve altyapı engelleri, farklı dijital okuryazarlık seviyeleri ve değerlendirme bütünlüğü ve güvenliği ile ilgili endişeler de dahil olmak üzere önemli zorluklar tespit edilmiştir. Psikolojik zorluklar da öne çıkmıştır; birçok öğretmen adayı çevrimiçi formatlara aşina olmadıkları ve yeni teknolojilere uyum sağlamanın getirdiği baskılar nedeniyle stres ve kaygı yaşamıştır. Bu görüşler, öğretmen adaylarının OLA'nın karmaşıklığı içinde yollarını bulmalarına yardımcı olacak kapsamlı eğitim ve desteğe duyulan ihtiyacın altını çizmekte ve hem etkili bir uygulama hem de geleceğin eğitimcilerinin refahını sağlamaktadır.

Anahtar Kelimeler

Çevrimiçi dil değerlendirmesi, öğretmen adayları, eğitim teknolojisi

Preservice English teachers’ views on online language assessment in Turkey

Öz

Technology has rapidly accelerated the adoption of online language assessments (OLA), presenting unique opportunities and challenges. This study explores preservice English teachers’ views on OLA in Turkish Turkey. Using a qualitative phenomenological approach, interviews were conducted with 11 English preservice teachers from a state university in Turkey. The findings reveal both the advantages and disadvantages of OLA. On the positive side, preservice teachers highlighted the environmental and financial benefits of reducing paper use and operational efficiencies like automated grading and the flexibility of remote assessments. They also appreciated the enhanced learning experiences provided by multimedia and interactive elements and the innovative assessment opportunities offered by online platforms. However, significant challenges were identified, including technical and infrastructure barriers, varying levels of digital literacy, and concerns about assessment integrity and security. Psychological challenges were also prominent, with many preservice teachers experiencing increased stress and anxiety due to unfamiliarity with online formats and the pressures of adapting to new technologies. These insights underscore the need for comprehensive training and support to help preservice teachers navigate the complexities of OLA, ensuring both effective implementation and the well-being of future educators.

Anahtar Kelimeler

Online language assessment, preservice teachers, educational technology

Kaynakça

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