Araştırma Makalesi
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İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ

Yıl 2022, Cilt: 26 Sayı: 3, 795 - 810, 25.12.2022

Kürşat Cesur , Temel Serdar Yılmaz , Rabia Börekci , Esma Can

Öz

Günümüzde, çevrimiçi öğretim uygulamalarının kullanım alanlarının artmasıyla Bilgisayar Destekli Dil Öğretimi (BDDÖ) yabancı dil öğretiminin vazgeçilmez bir parçası olmuştur. Dolayısıyla, BDDÖ konusunda öğretmen adaylarının eğitimi ve bu teknolojinin dil sınıflarına entegrasyonu önem arz etmektedir. Bu nedenle, bu çalışma dünya çapında ve ilgili alan yazında ve Türkiye’de öğretmen adaylarının en çok tercih ettikleri BDDÖ ders konuları nelerdir araştırma sorularına cevap arayarak İngilizce Öğretmenliği bölümünde kullanılabilecek müfredat için örnek oluşturacak ders konularını belirlemeyi amaçlamaktadır. Bu çalışmanın araştırma deseni Keşfedici Sıralı Karma yöntemdir. Bu araştırma deseninde önce nitel veri 19 makale, 17 kitap ve 15 yurtdışı ve Türkiye’deki üniversite müfredatı ve 6 Google belge incelenmesi ve analizi ile toplanmıştır. Bu analiz sonunda konuların bir listesi oluşmuş ve bu konular tematik olarak analiz edilmiştir. İkinci aşamada nicel veri oluşan 24 maddelik anketin 146 İngilizce öğretmeni adayına uygulanmasıyla elde edilmiştir. İki veri türünden de elde edilen sonuçların Dünya çapında ve Türkiye de ilgili alan yazından elde edilen veriler doğrultusunda değerlendirilmesiyle en çok tercih edilen konular BDDÖ teorik temelleri ve tarihsel gelişimiyken (davranışçı, bilişsel, sosyo-bilişsel-dil öğrenimi ve öğretiminde bilgisayar aracılı iletişim ve BDDÖ tarihi), öğretmen adayları tarafından en çok tercih edilenler BDDÖ öğretmen eğitimi teknolojik-pedagojik içerik bilgisi, BDDÖ’de öğretmenlerin ve öğrencilerin rolü, BDDÖ kullanarak dil becerilerinin öğretimi, BDDÖ’nde dönüt verme, BDDÖ uygulama ve etkinlik türleridir. Bu sonuçlar, öğretmen adaylarının teori temelli bilgileri değil, aksine gelecekteki öğretmenlik deneyimlerinde kullanabilecekleri pratik bilgileri tercih ettiğini göstermektedir. Çalışmanın sonucunda ortaya çıkan sonuçlar ve bu sonuçlara bağlı olarak verilebilecek öneriler çalışmanın son bölümünde detaylı bir şekilde tartışılmaktadır.

Anahtar Kelimeler

Bilgisayar destekli dil öğretimi İngiliz dili eğitimi müfredat seçmeli ders

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Editör ve Hakemlere katkıları için şimdiden tesekkurler.

Kaynakça

  • Akbay, A., & Cesur, K. (2019). Views on general knowledge elective courses of ELT departments: Suggested syllabus for diction course. Journal of Language and Linguistic Studies, 15(4). https://doi.org/10.17263/jlls.668465
  • Akman Yeşilel, D. B. A. (2012). A suggested syllabus for the effective communication skills course for the pre-service English language teachers [Doctoral Dissertation]. Gazi University, Institution of Social Sciences, Ankara, Turkey.
  • Altay, I. F. (2010). A suggested syllabus for advanced writing skills at English language teaching departments. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(2010), 20-31. https://dergipark.org.tr/en/pub/hunefd/issue/7799/102160
  • Beatty, K. (2010). Teaching and researching computer-assisted language learning. Harlow, UK: Longman.
  • Berman, E. A. (2017). An exploratory sequential mixed methods approach to understanding researchers’ data management practices at UVM: Integrated findings to develop research data services. Journal of eScience Librarianship 6(1). e1104. https://doi.org/10.7191/jeslib.2017.1104
  • Cesur, K., & Balaban, S. (2020). Suggested syllabus for world Englishes and culture elective course at ELT departments. Focus on ELT Journal (FELT), 2(1), 37-47. https://doi.org/10.14744/felt.2020.00017
  • Cesur, K., & Bulanık, F. (2020). EFL teachers’ most preferred topics for the syllabus of the course “Teaching English to Young Learners”. International Journal of Educational Spectrum, 2(1), 25-37. Retrieved from https://dergipark.org.tr/en/pub/ijesacademic/issue/52628/615529
  • Christianson, L., Tiene, D., & Luft, P. (2002). Examining online instruction in undergraduate nursing education. Distance Education, 23(2), 213-229. https://doi.org/ 10.1080/0158791022000009213
  • Compton, L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73-99. https://doi.org/10.1080/09588220802613831
  • Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: CUP.
  • Gu, P. (2002). Web-based project learning and EFL learners: A Chinese example. Teaching English with Technology, 2(4), 4-41. http://www.iatefl.org.pl/call/j_article10.htm
  • Gündüz, N. (2005). A suggested syllabus for the course ‘Introduction to British Literature I’ at ELT departments. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14 (2005), 301-310. http://dergisosyalbil.selcuk.edu.tr/susbed/article/view/647
  • Hoecherl-Alden, G. (2000). Turning professional: Content-based communication and the evolution of a cross-cultural language curriculum. Foreign Language Annals, 33(6), 614-621. https://doi.org/10.1111/j.1944-9720.2000.tb00930.x
  • Horasan Doğan, S. & Cephe, P. (2018). A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies, 14(2), 305-324. Retrieved from https://dergipark.org.tr/tr/pub/jlls/issue/43364/527982
  • Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field methods, 18(1), 3-20 https://doi.org/10.1177/1525822X05282260
  • Jones, J. (2001). CALL and the teacher’s role in promoting learner autonomy. CALL-EJ Online, 3(1), 1-15. http://callej.org/journal/3-1/jones.html
  • Kastuhandani, F. C. (2014). Technology and young learners. LLT Journal: A Journal on Language and Language Teaching, 17(1), 1-8. https://doi.org/10.24071/llt.2014.170101
  • Kung, S. C., & Chuo, T. W. (2002). Students’ perceptions of English learning through ESL/EFL websites. TESL-EJ, 6(1), 1-14. http://tesl-ej.org/ej21/a2.html
  • Lee, K. (2000). The English teachers’ barriers to the use of computer assisted language learning. The Internet TESL Journal, 6(12), 1-8. http://iteslj.org/Articles/Lee-CALLbarriers.html
  • Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford, UK: Oxford University Press.
  • Lewis, G. (2004). The internet and young learners. Oxford University Press.
  • Lin, A. (2003). An initial study on EFL learners’ attitude towards multimedia application in language learning. Teaching English with Technology: A Journal for Teachers of English, 3(2). http://www.iatefl.org.pl/call/j_prev.htm
  • Marsh C. J., & Willis G. (2003). Curriculum: Alternative approaches, ongoing issues (3rd ed.). Columbus, Ohio: Merrill Prentice-Hall.
  • Mayadas, A. F., Bourne, J., & Bacsich, P. (2009). Online education today. Science, 323, (5910),85-89. https://doi.org/10.1126/science.1168874
  • Meyer, D. Z., & Avery, L. M. (2009). Excel as a qualitative data analysis tool. Field Methods, 21(1), 91-112. https://doi.org/10.1177/1525822X08323985
  • Nunan, D. (1988). Syllabus design. Oxford, UK: Oxford University Press.
  • Osuna, M. M., & Meskill, C. (1998). Using the World Wide Web to integrate Spanish language and culture: A pilot study. Language Learning & Technology, 1(2), 71-92. http://llt.msu.edu/vol1num2/article4/
  • Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers & Education, 53(4), 1285-1296. https://doi.org/10.1016/j.compedu.2009.06.011
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.
  • Saraç, H. S. (2003). A suggested syllabus for the teaching of poetry courses in ELT departments of Turkey [Published Master Thesis]. Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Semerci, A., & Aydin, M. K. (2018). Examining high school teachers' attitudes towards ICT use in education. International Journal of Progressive Education, 14(2), 93-105. https://doi.org/10.29329/ijpe.2018.139.7
  • Şenol, M. (2020). Views on the content elective courses of the ELT departments and a suggested syllabus. [Unpublished master’s thesis]. Çanakkale Onsekiz Mart University, Institution of Educational Sciences, Canakkale, Turkey.
  • Tarakçıoğlu, A. & Tunçarslan, H. (2014). The effect of short stories on teaching vocabulary to very young learners (aged 3-4-year): A suggested common syllabus. Journal of Language and Linguistic Studies, 10 (2), 0-84. Retrieved from https://dergipark.org.tr/en/pub/jlls/issue/9939/122959
  • Yanç, S. (2002). A suggested advanced reading course syllabus for the first year (first term) students in ELT departments [Published master thesis]. Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Yang, Y. (2010). Computer-assisted foreign language teaching: Theory and practice. Journal of Language Teaching and Research, 1(6), 909-912. https://doi.org/10.4304/jltr.1.6.909-912

Yıl 2022, Cilt: 26 Sayı: 3, 795 - 810, 25.12.2022

Kürşat Cesur , Temel Serdar Yılmaz , Rabia Börekci , Esma Can

Öz

Proje Numarası

Yok

Kaynakça

  • Akbay, A., & Cesur, K. (2019). Views on general knowledge elective courses of ELT departments: Suggested syllabus for diction course. Journal of Language and Linguistic Studies, 15(4). https://doi.org/10.17263/jlls.668465
  • Akman Yeşilel, D. B. A. (2012). A suggested syllabus for the effective communication skills course for the pre-service English language teachers [Doctoral Dissertation]. Gazi University, Institution of Social Sciences, Ankara, Turkey.
  • Altay, I. F. (2010). A suggested syllabus for advanced writing skills at English language teaching departments. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(2010), 20-31. https://dergipark.org.tr/en/pub/hunefd/issue/7799/102160
  • Beatty, K. (2010). Teaching and researching computer-assisted language learning. Harlow, UK: Longman.
  • Berman, E. A. (2017). An exploratory sequential mixed methods approach to understanding researchers’ data management practices at UVM: Integrated findings to develop research data services. Journal of eScience Librarianship 6(1). e1104. https://doi.org/10.7191/jeslib.2017.1104
  • Cesur, K., & Balaban, S. (2020). Suggested syllabus for world Englishes and culture elective course at ELT departments. Focus on ELT Journal (FELT), 2(1), 37-47. https://doi.org/10.14744/felt.2020.00017
  • Cesur, K., & Bulanık, F. (2020). EFL teachers’ most preferred topics for the syllabus of the course “Teaching English to Young Learners”. International Journal of Educational Spectrum, 2(1), 25-37. Retrieved from https://dergipark.org.tr/en/pub/ijesacademic/issue/52628/615529
  • Christianson, L., Tiene, D., & Luft, P. (2002). Examining online instruction in undergraduate nursing education. Distance Education, 23(2), 213-229. https://doi.org/ 10.1080/0158791022000009213
  • Compton, L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73-99. https://doi.org/10.1080/09588220802613831
  • Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: CUP.
  • Gu, P. (2002). Web-based project learning and EFL learners: A Chinese example. Teaching English with Technology, 2(4), 4-41. http://www.iatefl.org.pl/call/j_article10.htm
  • Gündüz, N. (2005). A suggested syllabus for the course ‘Introduction to British Literature I’ at ELT departments. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14 (2005), 301-310. http://dergisosyalbil.selcuk.edu.tr/susbed/article/view/647
  • Hoecherl-Alden, G. (2000). Turning professional: Content-based communication and the evolution of a cross-cultural language curriculum. Foreign Language Annals, 33(6), 614-621. https://doi.org/10.1111/j.1944-9720.2000.tb00930.x
  • Horasan Doğan, S. & Cephe, P. (2018). A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies, 14(2), 305-324. Retrieved from https://dergipark.org.tr/tr/pub/jlls/issue/43364/527982
  • Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field methods, 18(1), 3-20 https://doi.org/10.1177/1525822X05282260
  • Jones, J. (2001). CALL and the teacher’s role in promoting learner autonomy. CALL-EJ Online, 3(1), 1-15. http://callej.org/journal/3-1/jones.html
  • Kastuhandani, F. C. (2014). Technology and young learners. LLT Journal: A Journal on Language and Language Teaching, 17(1), 1-8. https://doi.org/10.24071/llt.2014.170101
  • Kung, S. C., & Chuo, T. W. (2002). Students’ perceptions of English learning through ESL/EFL websites. TESL-EJ, 6(1), 1-14. http://tesl-ej.org/ej21/a2.html
  • Lee, K. (2000). The English teachers’ barriers to the use of computer assisted language learning. The Internet TESL Journal, 6(12), 1-8. http://iteslj.org/Articles/Lee-CALLbarriers.html
  • Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford, UK: Oxford University Press.
  • Lewis, G. (2004). The internet and young learners. Oxford University Press.
  • Lin, A. (2003). An initial study on EFL learners’ attitude towards multimedia application in language learning. Teaching English with Technology: A Journal for Teachers of English, 3(2). http://www.iatefl.org.pl/call/j_prev.htm
  • Marsh C. J., & Willis G. (2003). Curriculum: Alternative approaches, ongoing issues (3rd ed.). Columbus, Ohio: Merrill Prentice-Hall.
  • Mayadas, A. F., Bourne, J., & Bacsich, P. (2009). Online education today. Science, 323, (5910),85-89. https://doi.org/10.1126/science.1168874
  • Meyer, D. Z., & Avery, L. M. (2009). Excel as a qualitative data analysis tool. Field Methods, 21(1), 91-112. https://doi.org/10.1177/1525822X08323985
  • Nunan, D. (1988). Syllabus design. Oxford, UK: Oxford University Press.
  • Osuna, M. M., & Meskill, C. (1998). Using the World Wide Web to integrate Spanish language and culture: A pilot study. Language Learning & Technology, 1(2), 71-92. http://llt.msu.edu/vol1num2/article4/
  • Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers & Education, 53(4), 1285-1296. https://doi.org/10.1016/j.compedu.2009.06.011
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.
  • Saraç, H. S. (2003). A suggested syllabus for the teaching of poetry courses in ELT departments of Turkey [Published Master Thesis]. Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Semerci, A., & Aydin, M. K. (2018). Examining high school teachers' attitudes towards ICT use in education. International Journal of Progressive Education, 14(2), 93-105. https://doi.org/10.29329/ijpe.2018.139.7
  • Şenol, M. (2020). Views on the content elective courses of the ELT departments and a suggested syllabus. [Unpublished master’s thesis]. Çanakkale Onsekiz Mart University, Institution of Educational Sciences, Canakkale, Turkey.
  • Tarakçıoğlu, A. & Tunçarslan, H. (2014). The effect of short stories on teaching vocabulary to very young learners (aged 3-4-year): A suggested common syllabus. Journal of Language and Linguistic Studies, 10 (2), 0-84. Retrieved from https://dergipark.org.tr/en/pub/jlls/issue/9939/122959
  • Yanç, S. (2002). A suggested advanced reading course syllabus for the first year (first term) students in ELT departments [Published master thesis]. Hacettepe University, Institute of Social Sciences, Ankara, Turkey.
  • Yang, Y. (2010). Computer-assisted foreign language teaching: Theory and practice. Journal of Language Teaching and Research, 1(6), 909-912. https://doi.org/10.4304/jltr.1.6.909-912
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Kürşat Cesur 0000-0001-5091-9793

Temel Serdar Yılmaz 0000-0001-6716-813X

Rabia Börekci 0000-0001-5678-7365

Esma Can 0000-0001-8332-012X

Proje Numarası Yok
Yayımlanma Tarihi 25 Aralık 2022
Gönderilme Tarihi 15 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 26 Sayı: 3

Kaynak Göster

APA Cesur, K., Yılmaz, T. S., Börekci, R., Can, E. (2022). İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ. Türkiye Sosyal Araştırmalar Dergisi, 26(3), 795-810.
AMA Cesur K, Yılmaz TS, Börekci R, Can E. İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ. Türkiye Sosyal Araştırmalar Dergisi. Aralık 2022;26(3):795-810.
Chicago Cesur, Kürşat, Temel Serdar Yılmaz, Rabia Börekci, ve Esma Can. “İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ”. Türkiye Sosyal Araştırmalar Dergisi 26, sy. 3 (Aralık 2022): 795-810.
EndNote Cesur K, Yılmaz TS, Börekci R, Can E (01 Aralık 2022) İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ. Türkiye Sosyal Araştırmalar Dergisi 26 3 795–810.
IEEE K. Cesur, T. S. Yılmaz, R. Börekci, ve E. Can, “İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ”, Türkiye Sosyal Araştırmalar Dergisi, c. 26, sy. 3, ss. 795–810, 2022.
ISNAD Cesur, Kürşat vd. “İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ”. Türkiye Sosyal Araştırmalar Dergisi 26/3 (Aralık 2022), 795-810.
JAMA Cesur K, Yılmaz TS, Börekci R, Can E. İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ. Türkiye Sosyal Araştırmalar Dergisi. 2022;26:795–810.
MLA Cesur, Kürşat vd. “İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ”. Türkiye Sosyal Araştırmalar Dergisi, c. 26, sy. 3, 2022, ss. 795-10.
Vancouver Cesur K, Yılmaz TS, Börekci R, Can E. İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMLARINDAKİ BİLGİSAYAR DESTEKLİ DİL ÖĞRENİMİ DERSİ İÇİN ÖNERİLEN MÜFREDAT İÇERİĞİ. Türkiye Sosyal Araştırmalar Dergisi. 2022;26(3):795-810.