COVID-19 Küresel Salgını Döneminde Senkron ve Asenkron Dil Öğrenimine Yönelik Yabancı Dil Öğrencilerinin Algıları ve Tercihleri

Year 2021, Volume: 25 Issue: 2, 699 - 715, 24.05.2021

Rakiye Özdal , Ceyhun Yükselir , Oktay Akarsu

Abstract

Bu çalışma, İngiliz Dili ve Edebiyatı (İDE) öğrencilerinin algılarını, tercihlerini, senkron ve asenkron öğrenme modlarının güçlü ve zayıf yönlerini ve ayrıca yüz yüze dil öğrenimi ve çevrimiçi öğrenme arasındaki karşılaştırmayı araştırmaktadır. Çalışmanın katılımcıları Türkiye’deki iki devlet üniversitesinden 56 İDE öğrencisidir. Karma yöntem araştırmasını benimseyen çalışmada, Perveen (2016) tarafından geliştirilen araç ve ayrıca çevrimiçi öğrenme algılarının daha derinlemesine kavranabilmesi için yarı yapılandırılmış bir anket kullanılmıştır. Bulgular, katılımcıların çevrimiçi öğrenme modlarını bildiklerini ve yüz yüze öğrenmeye daha çok benzediği iddia edilen senkron çevrimiçi öğrenme modunu tercih ettiklerini göstermektedir. Ancak, bulgulara dayalı olarak, çevrimiçi dil öğrenmenin yüz yüze öğrenme kadar etkili olmadığı da söylenebilir. Çevrimiçi öğrenme yoluyla İngilizce öğretimine yönelik çıkarımlara değinilmiştir.

Keywords

Çevrimiçi öğrenme, senkron ve asenkron dil öğrenimi, yükseköğretim, İDE bölümü

Foreign Language Learners’ Perceptions and Preferences of Synchronous and Asynchronous Online Language Learning During COVID-19 Pandemic

Abstract

This study explores the perceptions of English Language and Literature (ELL) students, their preferences, strengths and weaknesses of synchronous and asynchronous modes as well as a comparison between face-to-face language learning and online learning. The participants were 56 ELL students studying at two state universities in Turkey. Adapting mixed methods research design, the study employed the instrument developed by Perveen (2016) and also a semi-structured questionnaire consisting of open-ended questions to gain deeper insights of the participants’ perceptions of online language learning. The findings show that the participants were well aware of the features of online learning modes that they preferred synchronous online mode which is claimed to resemble face-to-face learning better. However, based on the overall findings, it can also be stated that online language learning was not as effective as face-to-face learning. The implications of English language teaching through online learning are addressed.

Keywords

Online learning, synchronous and asynchronous language learning, higher education, ELL department

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