A Needs Analysis on the Development of English Teaching Program for the School of Foreign Languages During the COVID-19 Distance Education Process: Reading Skills

Yıl 2024, Sayı: 61, 335 - 361, 15.05.2024

Şükran Tok , Sevda Dolapçıoğlu , Emel Kulaksız

https://doi.org/10.9779/pauefd.1313025

Öz

With the emergence of Covid-19, the implementation of distance education has become mandatory in various fields of education, including language teaching. However, the needs of students and instructors in online education may differ from face-to-face instruction. Therefore, this study aims to identify the needs of language learners and instructors related to reading skills in distance education and to present insights facilitating comprehension and program development. To achieve this goal, a qualitative research method, specifically the case study method, was adopted in this study, which involved interviews with 13 students and 4 instructors. Data were collected through semi-structured interviews and online class records, and data consistency was ensured through NVIVO-12 content analysis. The findings indicate that students can better comprehend texts related to their interests; vocabulary knowledge directly influences understanding details and identifying main ideas; issues such as the learning environment or lack of motivation can arise in distance education; and strategies for finding unknown words and main ideas may be limited or non-strategic. In this context, it can be suggested that the strategies used by students in distance education for reading skills need to be improved.

Anahtar Kelimeler

okuma becerileri, uzaktan eğitim, ihtiyaç analizi, program development

Yabancı Diller Yüksekokulu İngilizce Programının COVID-19 Uzaktan Eğitim Sürecinde Geliştirilmesine İlişkin Bir İhtiyaç Analizi: Okuma Becerileri

Öz

Covid-19'un ortaya çıkmasıyla birlikte dil öğretimi de dahil olmak üzere eğitimin pek çok alanında uzaktan eğitim uygulaması zorunlu hale gelmiştir. Ancak online eğitimde öğrenci ve eğitmen ihtiyaçları yüz yüze eğitime göre farklılık gösterebilmektedir. Bu nedenle bu çalışma, uzaktan eğitimde okuma becerisine yönelik dil öğrenen ve öğretenlerin ihtiyaçlarını belirleyerek okuduğunu anlama ve program geliştirmeyi kolaylaştırıcı çıkarımlar ortaya koymayı amaçlamaktadır. Bu amaçla 13 öğrenci ve 4 öğretim elemanı ile görüşme yapılarak yürütülen bu çalışmada, nitel araştırma yöntemlerinden durum çalışması yöntemi benimsenmiştir. Veriler, yarı yapılandırılmış görüşmeler ve online ders kayıtları aracılığıyla toplanmış ve veri tutarlılığı NVIVO-12 içerik analizi ile kontrol edilmiştir. Bulgular, öğrencilerin ilgi alanlarına giren metinleri daha iyi anlayabildiklerini, kelime bilgisinin detayları anlama ve ana fikir bulmayı doğrudan etkilediğini, uzaktan eğitimde öğrenme ortamı veya motivasyon eksikliği gibi sorunların yaşanabileceğini ve bilinmeyen kelime ve ana fikri bulma stratejilerinin sınırlı olduğunu veya stratejik olmadığını ortaya koymuştur. Bu bağlamda öğrencilerin uzaktan eğitimde okuma becerisi derslerinde kullandıkları stratejilerin geliştirilmesi gerektiği belirtilebilir.

Anahtar Kelimeler

okuma becerileri, uzaktan eğitim, ihtiyaç analizi, program geliştirme

Kaynakça

• Ahmed, K. H. & Tümen Akyıldız, S. (2022). Determining the role of digital literacy in EFL teaching concerning the views of Turkish EFL teachers. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (29), 966-986. https://doi.org/10.29000/rumelide.1164991
• Akmal Qızı, H. M. (2021). Teaching a foreign language in the system of distance learning. International Journal of Innovations in Engineering Research and Technology, 8(1), 78-81.
• Alraimi, A. M., Al-Zaydi, I. M., & Al-Hattami, A. H. (2022). Online learning during COVID-19: A systematic review of the literature. Sustainability, 14(2), 770.
• Alotaibi, N. (2022). EFL vocabulary acquisition through reading courses during Covid-19. Jordan Journal of Modern Languages and Literatures, 14(4,), 999-1014.
• Andel, S. J., Fisher, K., & Johnson, L. (2020). Challenges and strategies for synchronous online teaching and learning. The Journal of Distance Education, 35(3), 98-111.
• Başkan, A. & Ustabulut, M. Y. (2020). Türkçenin yabancı dil olarak öğretiminde anlama becerileri (dinleme ve okuma) [Comprehension skills in teaching Turkish as a foreign language (listening and reading)]. Rumelide Dil ve Edebiyat Araştırmaları Dergisi, (21), 39-55. https://doi.org/10.29000/rumelide.835294
• Büyüköztürk, Ş. Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Pegem Yayıncılık.
• Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2013). Bilimsel araştırma yöntemleri. Pegem Akademi.
• Carbajal-Carrera, A. (2021). The impact of synchronous online learning on student engagement and learning outcomes. Revista de Educación Superior, 50(195), 133-151.
• Chapelle, C. A. (2001). Self-confidence in second language acquisition. Cambridge University Press.
• Creswell, J. W. (2016). Beş nitel araştırma yaklaşımı, (M. Aydın, Trans.). In M. Bütün ve S. B. Demir (Eds.), Nitel araştırma yöntemleri: beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry and research design: choosing among five approaches], (pp. 69-110). Siyasal Kitapevi.
• Digtyar, O., Fomina, N., Anyushenkova, O., Esina, L., & Zakirova, E. (2019). The problems of distance learning education while teaching foreign languages at the non-linguistic higher school. Proceedings of EDULEARN19 Conference, Spain, 10531-10535. https://doi.org/10.21125/edulearn.2019.2658
• Dörnyei, Z. (2005). The role of self-confidence in second language acquisition. In M. H. Dörnyei & S. D. Ryan (Eds.), Motivating learners: Strategies for language learning (pp. 223-238). Cambridge University Press.
• Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning, Language Learning & Technology, 7 (3), 50-80. http://dx.doi.org/10125/25214
• Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, 349–365. https://doi.org/10.1016/S0346-251X(03)00047-2
• Duke, L. L. (2000). What good readers know about reading: Literacy in the 21st century. Scholastic.
• Dziuban, C. D., Graham, C. R., Moskal, P. D., Norberg, A. K., & Sitzmann, T. (2019). The online teaching playbook: Practical advice for new and experienced instructors. Routledge.
• Ediger, A. M. (2006). Developing strategic L2 readers… by reading for authentic purposes. In E. Uso´-Juan, & A.Martı´nez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp.303-328). Walter de Gruyter GmbH & Co.
• Ehri, L. C., Nunes, T., Willows, D. M., Gentleman, S., Moats, L. C., Shanahan, T., Duke, N. K., & Baumann, J. F. (2017). Effective reading instruction: A comprehensive guide to teaching all students to read. Routledge.
• Ekmekçi, E. (2015). Distance-education in foreign language teaching: Evaluations from the perspectives of freshman students. Procedia - Social and Behavioral Sciences, 176, 390–397. https://doi.org/10.1016/j.sbspro.2015.01.487
• Eshonqulova, M. T. (2021). Theme: vocabulary teaching strategies in English. Polish Science Journal, 1(34), 27-29.
• Eslami, Z. R. (2010). Teachers’ voice vs. students’ voice: a needs analysis approach to English for academic purposes (EAP) in Iran. English Language Teaching, 3(1), 3-11. https://doi.org/10.5539/elt.v3n1p3
• Fajri, D. R., & Saputri, S. W. (2020). Need analysis in curriculum development of English syllabus at Banten Jaya University. Journal of English Language Teaching and Literature, 3(2), 102-108. https://doi.org/10.47080/jeltl.v3i2.969
• Farisa, E., Sunggingwati, D., Susilo, S. (2023). Teachers’ competencies and students’ attitudes toward ICT at an EFL secondary school. Turkish Online Journal of Distance Education-TOJDE, 24(3), 224-239.
• Freiberg, H. J., & Robinson, C. M. (2007). The effects of classroom climate on student learning. Educational Psychologist, 42(3), 237-248.
• Grabe, W. (2006). Areas of research that influence L2 reading instruction. In E. Uso´-Juan & A. Martı´nez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 279-302). Walter de Gruyter GmbH & Co.
• Grabowski, B.L. (2004). Needs assessment-informing instructional decision making in a large technology-based project. In N. M. Seel & S. Dijkstra (Eds.), Curriculum, plans, and processes in instructional design: international perspectives (p.171-192). Lawrence Erlbaum Associates, Inc.
• Hamra, A., & Syatriana, E. (2010). Developing a model of teaching reading comprehension for EFL students. TEFLIN Journal, 21(1), 27-40. http://dx.doi.org/10.15639/teflinjournal.v21i1/27-40
• Hamra, A., & Syatriana, E. (2012). A model of reading teaching for university EFL students: needs analysis and model design. English Language Teaching, 5(10), 1-11. http://dx.doi.org/10.5539/elt.v5n10p1
• Hashemi, A. (2021). The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students. Journal for the Education of Gifted Young Scientists, 9 (2), 181-191. http://dx.doi.org/10.17478/jegys.846480
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
• Holme, R., & Chalauisaeng, B. (2006). The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom. English for Specific Purposes, 25, 403–419. https://doi.org/10.1016/j.esp.2006.01.003 https://telearn.archives-ouvertes.fr/hal-00190064
• Inkelaar, M., & Simpson, M. (2015). Teaching reading strategies to improve reading comprehension. Educational Psychology Review, 27(4), 661-689. https://doi.org/10.1007/s10648-015-9302-9
• International Monetary Fund (IMF) (2022). World economic outlook: crisis, recovery, and resilience - October 2022. World Economic Outlook, 1-200.
• Kawulich, B. B. (2012). Collecting data through observation. In Wagner, C. & Kawulich, B. B. & Garner, M. (Eds.), Doing social research: A global context (pp. 150–160). McGraw Hill.
• Klingner, J. K., & Vaughn, S. (2016). Reading strategies instruction: Research-based practices for improving comprehension. Guilford Press.
• Lekawael, R. F. J. L., & Ferdinandus, M. S. (2021). Investigating undergraduate students’ perceptions of extensive reading toward their vocabulary mastery in English department of Pattimura University Ambon. English Review: Journal of English Education, 9(2), 119-128. https://doi.org/10.25134/erjee.v9i2.4362
• Malyuga1, E., & V. Ponomarenko, E. V. (2012). Distance teaching english for specific purposes. Proceedings of the ICERI, Spain, 4530-4536.
• McGuire, S. R., & Kress, G. R. (2018). Literacy as social practice. Routledge.
• Meijer, P. C., Verloop, N. & Beijaard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education 15, 59-84. https://doi.org/10.1016/S0742-051X(98)00045-6
• Metin, O. & Ünal, Ş. (2022). İçerik analizi tekniği: İletişim bilimlerinde ve sosyolojide doktora tezlerinde kullanımı. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 22(Özel Sayı 2), 273-294.
• Moats, L. (2009). Knowledge foundations for teaching reading and spelling. Read Write, 22, 379-399. https://doi.org/10.1007/s11145-009-9162-1
• Morrison, G. R., Bozeman, W. C., & Kemp, J. E. (2021). Online course design and development: Best practices. Routledge.
• National Institute of Child Health and Human Development (NICHHD). (2017). Teaching reading to students who are struggling: Evidence-based practices. NIH Publication No. 17-3855.
• Nunan, D. (1999). Second language teaching & learning. MA: Heinle & Heinle.
• Nurkamto, J. Drajati, N. A., Ngadiso, & Karlina, Y. (2021). Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia. Indonesian Journal of Applied Linguistics, 10 (3), 667-676. https://doi.org/10.17509/ijal.v10i3.31753
• Nye, B., & Hedges, L. V. (1998). The impact of class size on student learning. Journal of Educational Psychology, 90(2), 237-248.
• Nguyen, T. T. (2023). Perspectives on English language teaching and learning during Covid-19 pandemic. Journal of Contemporary Language Research, 2(1), 16–32. https://doi.org/10.58803/JCLR.2023.168988
• Özmat, D., & Senemoğlu, N. (2021). Difficulties in learning English by EFL students in Turkey. Ankara University Journal of Faculty of Educational Sciences, 54 (1), 141-173. https://doi.org/10.30964/auebfd.742803
• Özüdoğru, G. (2020). Teacher experiences and perspectives in conducting synchronous classes: Affordances and challenges. Turkish Online Journal of Educational Technology, 19(4), 22-31.
• Pearson, P. D., & Paris, A. H. (1993). Children's thinking about reading: Developing a theory of mind. In S. B. Yussen & A. M. Kagan (Eds.), Handbook of children's cognitive development (pp. 243-310). Blackwell Publishing.
• Perfetti, C. A., Finger, E. J., Beck, C. M., & Bellugi, U. (1985). Reading strategies of good and poor readers. Journal of Educational Psychology, 77(6), 787-806. https://doi.org/10.1037/0022-0663.77.6.787
• Phelps, G., & Schilling, S. (2004). Developing measures of content knowledge for teaching reading. The Elementary School Journal, 105(1), 31-48. https://repository.upenn.edu/cpre_articles/5
• Pressley, M., Wilson, J., Echevarría, M., & Afflerbach, P. (2001). Reading strategies instruction: A comprehensive guide to enhancing literacy. Guilford Press.
• Popova, M. V. & Rozhdestvenskaya, E. I. (2020). the impact of the coronavirus pandemic (COVID-19) consequences on phonetic aspect of a foreign language teaching in specialized linguistic specialties at universities. Proceedings of the Research Technologies of Pandemic Coronavirus Impact (RTCOV 2020), https://doi.org/10.2991/assehr.k.201105.052
• Rasmitadila, A., Rahmawati, Y., & Sari, K. (2020). Problems and solutions in synchronous online learning. Indonesian Journal of Informatics Education, 18(1), 31-38.
• Reimers, F. M., & Schleicher, A. (2020). 2020 COVID-19 pandemisine karşı eğitimde atılabilecek adımlara rehberlik edecek bir çerçeve. OECD. https://globaled.gse.harvard.edu/files/geii/files/framework_guide_v4_tr.pdf .
• Salam, S. (2017). Developing needs analysis based-reading comprehension learning materials: A study on the Indonesian language study program students. Advances in Language and Literary Studies, 8(4), 105-113. http://dx.doi.org/10.7575/aiac.alls.v.8n.4p.105
• Senior, R. (2010). Connectivity: A framework for understanding effective language teaching in face-to-face and online learning communities. RELC Journal, 41(2), 1-11. https://doi.org/10.1177/0033688210375775.
• Ślaski, P., Grzelak, M., & Rykała, M. (2020). Higher education – related problems during covid-19 pandemic, European Research Studies Journal, XXIII (3), 167-186. DOI: 10.35808/ersj/1860
• Stanovich, K. E. (2009). Constructing literacy: The close engagement model of reading. In R. K. Guthrie & J. I. Stone (Eds.), Handbook of the psychology of education (pp. 185-213). Academic Press.
• Sukirman, S. (2023). Exploring the impacts of the Covid-19 pandemic on English language teachers. Vision: Journal for Language and Foreign Language Learning, 12(1), 1-16. https://doi.org/10.21580/vjv12i216998
• Swanson, H. L., Hoskyn, M. W., & Petscher, Y. (2009). The effects of explicit reading instruction on the reading comprehension of struggling readers. Journal of Learning Disabilities, 42(2), 139-150. https://doi.org/10.1177/002221940904200203
• Trajanovic, M., Domazet, D., & Misic-Ilic. B. (2007). Distance learning and foreign language teaching. Proceedings of the Balkan Conference in Informatics, Bulgaria, 441-452.
• Tunaboylu, O. & İnal, S. (2021). Covid-19 through the lenses of Turkish student teachers of English. European Journal of Education Studies, 8 (3), 359-371. https://doi.org/10.46827/ejes.v8i3.3666
• Tümen-Akyıldız, S., Çelik, V. & Ahmed, K. H. (2021). The impact of Covid-19 pandemic on EFL classes through the lenses of secondary learners. Shanlax International Journal of Education, 9 (4), 389–406. DOI: https://doi.org/10.34293/education.v9i4.4210
• Ültay, E., Akyurt, H. & Ültay, N. (2021). Sosyal bilimlerde betimsel içerik analizi. IBAD Sosyal Bilimler Dergisi, (10), 188-201. https://doi.org/10.21733/ibad.871703
• United Nations Educational, Scientific and Cultural Organization (UNESCO) (2022). Global education monitoring report 2022: closing the learning crisis. Global Education Monitoring Report, 1-200.
• Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2021). Teaching online: A practical guide. Routledge. Vorobel, O., & Kim, D. (2012). Language teaching at a distance: an overview of research. CALICO Journal, 29 (3), 548-562. https://www.jstor.org/stable/calicojournal.29.
• Vuong, Q.H., Nguyen, M.H., & Le, T.T. (2021). Home scholarly culture, book selection reason, and academic performance: pathways to book reading interest among secondary school students. European Journal of Investigation in Health, Psychology and Education, 11, 468–495. https://doi.org/10.3390/ejihpe11020034
• Weinstein, R. S., & Sprague, J. R. (2000). The impact of classroom discipline problems on student learning. In K. A. Renninger & W. H. Marsh (Eds.), Handbook of motivation in education (pp. 477-501). Academic Press.
• White, C. (2007). Innovation and identity in distance language learning and teaching, International Journal of Innovation in Language Learning and Teaching, 1(1), 97-110. https://doi.org/10.2167/illt45.0
• World Health Organization (WHO) (2023). COVID-19 pandemic: situation report - 20 July 2023. COVID-19 Situation Report, 1-20.
• World Tourism Organization (UNWTO) (2022). Tourism recovery and resilience: a strategic path to 2030. Tourism Review, 1-200.
• Xabibullaevna, A. Z. (2021). Problems of distance learning of foreign languages in the field of non-philological education. Journal NX - A Multidisciplinary Peer Reviewed Journal, 6(10), 186–188. https://repo.journalnx.com/index.php/nx/article/view/250
• Yin, R. K. (2009). Case study research-design and methods. Sage Publication.
• Yu, L. & Xu, L. (2022). Research on the online learning experience of South Asian students during COVID-19. Journal of International Students, 12(S1), 45–60. https://doi.org/10.32674/jis.v12iS1.4607.
• Yüce, E. (2019). Possible problems in online foreign language teaching at a university context. International Journal of Curriculum and Instruction 11(2), 75–86.