Covid-19 uzaktan eğitim sürecinde çevrimiçi İngilizce dersleri sırasında aile özelliklerinin iletişim kaygısı üzerindeki etkisi

Yıl 2021, Sayı: 23, 911 - 923, 21.06.2021

Emrah Dolgunsöz

https://doi.org/10.29000/rumelide.953846

Cited By: 1

Öz

COVID-19 salgını, birçok ülkede halk sağlığını korumak için yüz yüze eğitimin iptal edildiği eğitim sistemlerinde ciddi bir dönüşüme sebep olmuştur. Bu dönüşümle birlikte öğrencilerin evleri birer sınıf haline geldi ve aileler kendilerini daha önce hiç olmadığı kadar örgün eğitimin ortasında buldular. Bu çalışma, çevrimiçi yabancı dil dersleri sırasında aile birey sayısının Yabancı Dil Olarak İngilizce (EFL) iletişim endişesi (CA) üzerindeki etkisini incelemeyi amaçlamaktadır. Nicel kısma 223 öğrenci katılırken, nitel prosedürler için 37 öğrenci ile yarı yapılandırılmış görüşmeler yapılmıştır. İlk nicel bulgular, çevrimiçi İngilizce derslerinde düşük ila orta düzeyde sözlü katılım oranı olduğunu göstermiştir. Diğer nicel bulgular ise, bir ailedeki üye sayısının çevrimiçi İngilizce derslerindeki iletişim endişesine etki ettiğini ortaya koymuştur. Araştırmanın ikinci bölümünde ise, elde edilen nitel bulgular çevrimiçi İngilizce dersler esnasında öğrencilerin en çok ailenin en küçük bireyleri tarafından rahatsız edildiklerini ortaya çıkarmıştır. Aile hayatıyla ilgili diğer rahatsızlıklar ise dışarıdan gelen gürültüler (konuklar, sokak gürültüsü vb.) ve ev içi sorumluluklardır (yemek pişirme, temizlik, iş vb.). Ebeveynlerin ve yaşça büyük üyelerin çevrimiçi İngilizce derslerde iletişim endişesine pek fazla etkisi olmadığı göülmüştür. Sonuçlar, pedagojik çıkarımlarla birlikte uzaktan eğitim, aile ve iletişim endişesi açısından tartışılmıştır.

Anahtar Kelimeler

Acil uzaktan eğitim, yabancı dil olarak İngilizce, iletişim kaygısı, aile

The effect of family characteristics on communication apprehension during online EFL courses in the Covid-19 remote education period

Öz

The covid-19 pandemic has caused a dramatic transformation in education systems in which face-to-face education was canceled to protect public health in many countries. Homes of the learners turned into classrooms and families have found themselves in the middle of formal education more than ever before. This study aimed to examine the effect of family size on English as a Foreign Language (EFL) communication apprehension (CA) during online foreign language courses. 223 learners of EFL participated in the quantitative part while 37 learners were interviewed for the qualitative procedures. The initial quantitative results indicated a low to moderate oral participation rate in the online EFL courses. The further quantitative findings showed that the number of members in a family predicted CA in online language courses. In the second part of the study, the qualitative results revealed that younger members of the family interrupted the online courses most. Other distractors related to family life were external noises (i.e. guests, street noise) and domestic responsibilities (i.e. cooking, cleaning, working). Parents and elder members of the family were found to have a minimal effect on CA during online courses. The results were discussed in terms of remote education, family, and CA along with pedagogical implications.

Anahtar Kelimeler

Emergency remote education, EFL, communication apprehension, family

Kaynakça

• Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78 (3), 155–168.
• American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (Fifth ed.). Arlington, VA: American Psychiatric Publishing. p. 189.
• Arnold, N. (2007). Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study. System, 35(4), 469-486.
• Beatty, M.J., Andriate, G.S. (1985). Communication apprehension and general anxiety in the prediction of public speaking anxiety. Communication Quarterly, 33 (3), 174–184.
• Brown, D. H. (2007). Principles of language learning and teaching. Pearson Education, US
• Cheng, Y., Horwitz, E.K., Schallert, D.L., (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49 (3), 417–446.
• Creswell, J. W., Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
• Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, vol. 49, no. 1, pp. 5–22
• Eder, R. (2020). The remoteness of remote learning: A policy lesson from COVID19. Journal of Interdisciplinary Studies in Education, 9(1), 168-171.
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause review, 27, 1-12.
• Horwitz, E.K., (2001). Language anxiety and achievement. Annual Review of Applied Linguistics 21, 112–126.
• Horwitz, E. K. (2016). Factor structure of foreign language classroom anxiety scale: Comment on Park (2014). Psychological Reports, 119(1), 71–76
• Horwitz, E.K., Horwitz, M.B., Cope, J., (1986). Foreign language classroom anxiety. Modern Language Journal. 70 (2), 125–132.
• Jung, H.Y., McCroskey, J.C. (2004). Communication apprehension in a first language and self-perceived competence as predictors of communication apprehension in a second language: A study of speakers of English as a second language. Communication Quarterly. 52 (2), 170–181.
• Krashen, S. (1982). Principles and second language acquisition. Oxford, UK: Pergamon.
• Lucas, J. (1984). Communication apprehension in the ESL classroom: Getting our students to talk. Foreign Language Annals. 17 (6), 593–598.
• MacIntyre, P.D. (1999). Language anxiety: A review of the research for language teachers. In: Young, D.Y. (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. McGraw-Hill College, Boston, pp. 24–46.
• MacIntyre, P.D., Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology. 15 (1), 3–26.
• Matthews, D. E. (2014). Linear regression, simple. Wiley StatsRef: Statistics Reference Online.
• Onwuegbuzie, A.J., Bailey, P., Daley, C.E. (2000). Cognitive, affective, personality and demographic predictors of foreign-language achievement. The Journal of Educational Research. 94 (1), 3–15.
• Payne, J. S. (2020). Developing L2 productive language skills online and the strategic use of instructional tools. Foreign Language Annals, 53(2), 243-249.
• Romaniuk, M. W., & Łukasiewicz-Wieleba, J. (2020). Crisis remote education at The Maria Grzegorzewska University during social isolation in the opinions of students. International Journal of Electronics and Telecommunications, 807-812.
• Russell, V. (2018). Assessing the effect of pedagogical interventions on success rates and on students' perceptions of connectedness online. In S. Link & J. Li (Eds.), Assessment across online language education (pp. 49–70). Sheffield, UK: Equinox. CALICO Series: Advances in CALL Research and Practice.
• Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338-352.
• Russell, V., & Murphy‐Judy, K. (2020). Teaching language online: A guide to designing, developing, and delivering online, blended, and flipped language courses. New York: Routledge
• Saito, Y., 1996. Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals. 29 (2), 239–249.
• St John’s D.S.G. Pietermaritzburg. (2020, April 15). When online teaching goes wrong … lockdown 2020 [Video file]. https://www.youtube.com/watch?v=3w1sejUgI50
• Tran, T. T. T., & Moni, K. (2015). Management of foreign language anxiety: Insiders’ awareness and experiences. Cogent Education, 2(1), 992593.
• Türkiye İstatitik Kurumu. (2020). İstatistiklerle Aile, 2019. Retrieved from https://tuikweb.tuik.gov.tr/PreHaberBultenleri.do?id=33730 in March 19th, 2021.