Uluslararası ve Yerli Yüksek Lisans Öğrencilerinin İngilizce Dili Eğitimi Yüksek Lisans Programına İlişkin Beklenti ve Görüşleri

Yıl 2021, Cilt: 40 Sayı: 2, 629 - 656, 30.12.2021

Rabia İrem Demirci

Öz

Eğitimin geri planda kalmadığı, tam tersine sınırları aşarak eğitim ihtiyaçlarını lisans programlarıyla sınırlı olmaktan çıktığı yadsınamaz bir gerçektir. Yüksek lisans fırsatlarına erişmek için kendi ülkelerinden ayrılan öğrencilerin sayısı her geçen gün artmaktadır. Bu durum eğitimde uluslararasılaşmanın bir göstergesi olarak kabul edilmektedir. Lisansüstü eğitimde uluslararasılaşmayı kolaylaştırmak için öğrencilerin eğitimle ilgili beklenti ve görüşlerinin analiz edilmesi gerekmektedir. Bu nedenle bu çalışmanın amacı, bu uluslararası ve yerli yüksek lisans öğrencilerinin Ondokuz Mayıs Üniversitesi İngiliz Dili Eğitimi yüksek lisans programına ilişkin görüş ve beklentilerini ortaya çıkarmaktır. Yükseköğretimin devamlılığında önemli bir yeri olduğundan dolayı, programın kalitesinin artırılması bu amaçla önemlidir. Dolayısıyla, öğrencilerin beklentileri göz önünde bulundurularak tasarlanan programın hedeflerine göre programın tüm alanlarında sürekli iyileştirmeler yapılmalıdır. Bu genel amacı göz önünde bulundurarak, uluslararası ve yerli yüksek lisans öğrencilerinin görüş ve beklentilerini analiz etmek için bu araştırma gerçekleştirildi. Türkiye’de İngiliz Dili Eğitimi yüksek lisans programlarını geliştirmek için bazı önemli öneriler sunuldu.

Anahtar Kelimeler

uluslararası öğrenciler, yerli öğrenciler, yüksek lisans, lisansüstü çalışmalar

Expectations and Views of International and Native Master’s Students Regarding English Language Teaching Master’s Program

Öz

It is an undeniable fact that education does not take the backseat; to the contrary, it goes beyond the borders and makes educational needs no longer limited to the undergraduate programs. The number of students leaving their own countries to access master’s degree opportunities, which the program they attended offers, is increasing day by day. This is regarded as an indication of internationalization in education. In order to facilitate internationalization in graduate education, analyzing students’ educational expectations and views is necessary. Therefore, the aim of this study is to find out the views and expectations of these international and native master’s students, who have a significant place in the continuity of higher education, about the master program of English Language Teaching Department in Ondokuz Mayıs University in order to improve the quality of the program due to the fact that there should be continuous improvements in all fields of the program itself according to the objectives of the program designed by considering students' expectations. Consequently, this drove us to conduct research to analyze the views and expectations of international and native master’s students, and under the framework drawn in this study, certain major suggestions were presented to improve the master's programs of ELT in Turkey.

Anahtar Kelimeler

international students, native students, master’s degree, graduate studies

Kaynakça

• Armağan, E. (2015). Türkiye’de Uluslararası Öğrencilerin Eğitim Sürecinde Karşılaştıkları Problemler Ve Problemlerin Çözümünde Uluslararası Öğrenci STK’larının Katkısı, International Students Symposium Abstracts Book 20 April 2016 (p. 76-95), Harf Yayınları: Yıldırım Beyazıt Üniversitesi.
• Atar, C., Erdem, C., Koçyiğit, M.(2017) Experiences of International Graduate and Postgraduate Students in the United Kingdom : Problems, Expectations and Suggestions. Journal of Academic Social Science Studies. 227-244.
• Borg, S. (2006). Teacher cognition and language education: Research and practice. London, England: Continuum.
• Brokaw, A. J., Kennedy, W. A., & Merz, T. E. (2004). Explaining student satisfaction. Journal of Business Education, 5, 10-20.
• Brooks, L., & Perot, A. R. (1991). Reporting sexual harassment: Exploring a Predictive model. Psychology of Women Quarterly. Vol. 15 (March), pp. 31-47.
• Brown, L. (2008) Language and Anxiety: An Ethnographic Study of International Postgraduate Students, Evaluation & Research in Education, 21:2, 75-95, DOI:10.1080/09500790802152167
• Cevher, E. (2016). International Student Mobility and Satisfaction in Higher Education, International Journal of Eurasia Social Sciences, 7/2, 337-349.
• Çakıcı, D. (2017). An Investigation of Learner Autonomy in Turkish EFL Context. International Journal of Higher Education, 6(2), 89. Retrieved January 3, 2020, from: https://www.researchgate.net/publication/314873847
• Çetinsaya, Gokhan. (2014). Büyüme, Kalite, Uluslararasılaşma: Türkiye Yükseköğretimi için bir Yol Haritası, Eskişehir: Anadolu Üniversitesi Basımevi Müdürlüğü.
• Çömek, A., Arı, E., Pehlivanlar, E. (2005). Lisansüstü Eğitim Öğrencilerinin Gördükleri Eğitim Hakkında Beklenti ve Görüşlerin Belirlenmesi. Buca Eğitim Fakültesi Dergisi. 17. 231-235.
• Creswell, J. W. (2014). Research Design: qualitative, quantitative, and mixed methods approaches. SAGE Publications (4th Ed.). California.
• Demirbolat, A. (2005). Yüksek Lisans Öğrencilerinin Program ve Öğretim Elemanlarindan Beklentileri. Türk Eğitim Bilimleri Dergisi , 3 (1) , 47-64 . Retrieved from https://dergipark.org.tr/tr/pub/tebd/issue/26125/275199
• Ethington, C. A. & Pisani, A. (1993). The RA and TA experience: Impediments and benefits to graduate study. Research in Higher Education. Vol. 34, no. 3, pp. 343-354.
• Fredericksen, E., Shea P., & Pickett, A. (2000). Factors influencing student and faculty satisfaction in the SUNY learning network. New York: State University of New York.
• Guilfoyle, A. M., Halse, A. (2004). Community, diversity, and quality, learning and planning: Exploring international post-graduate students' transition experiences. Proceedings of EDU-COM 2004, New Challenges for Sustainability and Growth in Higher Education (24-26 November). Khon Kaen, Thailand.
• Güngüz, M., Alakbarov, N. (2019). Analysis of Social Adjustment Factors of International Students in Turkey. Journal of International Students.9 (4). pp. 1155-1171.
• Harman, G., Hayden, M. (2013). Reaforming higher education in Vietnam: challenges and priorities. Higher Education.65. Hughes, H. (2004). Researching the experience of international students. In P. A Danaher, C. Macpherson, & F. Nouwens, D. Orr (Eds.), Lifelong learning: Whose responsibility and what is your contribution? Refereed papers from the 3rd International Lifelong Learning Conference, Rockhampton: Central Queensland University Press, pp. 168 174.
• Karaman, S., Bakırcı, F. (2010). Türkiye’de Lisansüstü Eğitim: Sorunlar ve Çözüm Önerileri.Gaziosmanpaşa Üniversitesi Sosyal Bilimler Araştırma Dergisi.05.94-95
• Kıroğlu, K., Kesten, A., Elma, C. (2010). Türkiye’de Öğrenim Gören Yabancı Uyruklu Lisans Öğrencilerinin Sosyo-Kültürel ve Ekonomik Sorunları.Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6.2., (pp.26-39).
• Kireçci, Mehmet Akif et al. (2016). The Inter-nationalization of Higher Education in Turkey: Creating an Index, Education and Science, 41, 1-28.
• Koçyiğit, M., Erdem, C. (2015). Being an International Student in Turkey: The Problems, Expectations and Suggestions of University Students, International Students Symposium Abstracts Book 20 April 2016(s. 213-227), Harf Yayınları: Yıldırım Beyazıt Üniversitesi.
• Mallinckrodt, B., Leong, F. T. L., & Kraij, M. M. (1989). Sex differences in graduate student life-change stress and stress symptoms. Journal of College Student Development. Vol. 30, no. 4, pp. 332-338.
• Mallinckrodt, B., & Leong, F. T. L. (1992). Social support in academic programs and family environments: Sex differences and role conflicts for graduate students. Journal of Counseling and Development. Vol. 70, no. 4, pp. 716-723.
• Özoğlu, M. (2012). Küresel Eğilimler Işığında Türkiye’de Uluslararası Öğrenciler, SETA Yayınları.
• Porter, S. R., & Umbach, P. D. (2001). Analyzing faculty workload data using multilevel modeling. Research in Higher Education, 42, 171-196.
• Qian Meng, Chang Zhu & Chun Cao (2017) The Role of Intergroup Contact and Acculturation Strategies in Developing Chinese International Students’ Global Competence, Journal of Intercultural Communication Research, 46:3, 210 226, DOI: 10.1080/17475759.2017.1308423
• Pajares, F. M. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332. https://doi.org/10.3102/00346543062003307
• Pettit, S. K. (2012). Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5, 123–147. https://doi.org/10.1080/19313152.2011.594357
• Rowley, J. (2003). Designing Student Feedback Questionnaires. Quality Assurance in Education, 11(3), 142-149.
• Ryan, J. (2011). Teaching and learning for international students: Towards a transcultural approach. Teachers and Teaching: Theory and Practice, 17, 631–648. https://doi.org/10.1080/13540602.2011.625138
• Sheppard, M. & Bellis, P. (2008). The Bologna Process: Supporting the internationalisation of higher education in the UK, EUNIS 2008. Retrieved on May 25, 2016 from http://eunis.dk/papers/p37.pdf
• Sherry, M., Thomas, P., Chui, W. (2010). International Students: a Vulnerable Student Population. Higher Education.60.33-36. 10.1007/ s10734-009-9284-z.
• Singh,N., Kaur,J. (2018) Evidence and benefits of post-graduate international students-staff members partnership in extra-curricular activities: a Malaysian perspective. Higher Education Research & Development.1-14.
• Steele, C. (1992) Race and the schooling of black Americans, in: E.KRUPAT (Ed.) (1994)
• Stokes, S. P. (2003). Temperament, learning styles, and demographic predictors of college student satisfaction in a digital learning environment. Paper presented at the annual meeting of the Mid-South Educational Research Association, Biloxi, MS. Retrieved January 3, 2020, from https://eric.ed.gov/?id=ED482454
• Sümer, S., Poyrazli, S., Grahame, K. (2008). Predictors of depression and anxiety among international students. Journal of Counseling & Development, 86(4), 429–437.
• Turner, C. S. V., & Thompson, J. R. (1993). Socializing women doctoral students: Minority and majority experiences. Review of Higher education. Vol. 16, no. 3, pp. 355-370.
• Turpin, T. (2002). The internalization of higher education: implications for Australia and its education clients, Minerva. 40/4, 327-340.
• Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28–33.
• Yıldırım, A., Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. edition), Ankara: Seçkin Yayınevi.