Erasmus+’ın Yabancı Dil Gelişimi Üzerine Etkileri

Year 2023, Volume: 12 Issue: 2, 303 - 314, 15.04.2023

Nazlı Altıntaş , Arif Sarıçoban

https://doi.org/10.14686/buefad.1034878

Abstract

Bu makale, nicel bir araştırma modeli aracılığı ile Erasmus+ programından sonra İngilizce dil becerilerinin (dinleme, okuma, kelime bilgisi ve dilbilgisi) gelişimini ele almaktadır. Veri toplama sürecinde Avrupa Komisyonu tarafından düzenlenen OLS (Online Linguistic Support) sistemi değerlendirme sonuçları kaynak olarak alınmıştır. Bu dil desteği aracılığı ile öğrenciler, programın zorunlu bir uygulaması olarak, faaliyet öncesi ve sonrası olmak üzere iki değerlendirmeye tabi tutulmaktadırlar. Avrupa’nın farklı ülkelerinde kalan 213 öğrenciye OLS değerlendirme sonuçlarının sorgulandığı bir anket uygulanmıştır. Yukarıda sözü edilen yeterliliklerin değerlendirilmesi ile ilgili toplanan veriler Wilcoxon Signed-Rank Testi ile analiz edilmiştir. Sonuçlar, bir sömestr sonrasında bile katılımcıların yurtdışında eğitim sayesinde okuma, dinleme, kelime ve dil bilgisi becerilerinin geliştiğini göstermektedir. Ayrıca, başlangıçtaki yeterlilik düzeylerinin faaliyet sonrası dil gelişmini ne ölçüde etkilediğini araştırmak için başlangıç ve nihai değerlendirme sonuçları arasındaki ilişki de incelenmiştir. Analize göre CEFR seviyelerine göre başlangıçta A2 ve B1 seviyesinde olan öğrencilerin diğer öğrencilere göre daha fazla ilerleme kaydettikleri ve İngilizce bilgilerini okuma, dinleme, dilbilgisi ve kelime bilgisi açısından geliştirdikleri tespit edilmiştir.

Keywords

Yurt dışında eğitim görmek, Erasmus+, İngilizce dil gelişimi, OLS

The Impacts of Erasmus+ on Foreign Language Development

Abstract

Through a quantitative research model, this paper deals with improvement of English language skills (listening, reading, vocabulary and grammar) after Erasmus+ programme. The assessment results of OLS (Online Linguistic Support) system which is organized by European Commission [EC] are taken as a source for data collection process. By means of this linguistic support, students are subject to two assessments which are held before-and after-mobility as a mandatory regulation of the programme. 213 Turkish Erasmus+ students who sojourned in different European countries were applied a questionnaire that inquires OLS assessment results. The collected data about the evaluations of aforementioned skills was analyzed via Wilcoxon Signed-Rank Test. Results demonstrate that reading, listening, vocabulary and grammatical competences of the participants improved thanks to studying abroad even after one semester. Moreover, the relationship between initial and final results of the assessments were also examined in order to search to what extend initial level of proficiencies effect after mobility language development. According to analysis, it is found that students who were initially at A2 and B1 on CEFR levels progressed more than other students and improved their English language in respect of reading, listening, grammar and vocabulary.

Keywords

Study abroad, Erasmus+, English language development, OLS

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