Türkiye'de Deprem Sonrası Acil Uzaktan Eğitim Sürecinde İngiliz Dili Eğitimi Programındaki Öğretmen Adaylarının Öz-Düzenlemeli Öğrenme Becerileri

Year 2023, Volume: 2023 Issue: 21, 733 - 764, 31.10.2023

Seçil Tümen Akyıldız , Oğuzcan Çığ , Vildan Çelik

https://doi.org/10.46778/goputeb.1318751

Abstract

Türkiye'nin güneyini vuran büyük deprem, yükseköğretim kurumlarında yüz yüze eğitimden acil uzaktan eğitime hızlı bir geçişe sebep olduğu için, COVID-19 pandemi dönemindeki gibi eğitim öğretim sürecini güçleştirmiştir. Deprem sonrası acil uzaktan eğitime geçiş, üniversite öğrencilerinin öz-düzenlemeli öğrenme becerileri üzerinde de engeller oluşturmuştur. Bu sorun, İngiliz Dili Eğitimi gibi belirli programlara kayıtlı öğrencileri de etkilemiştir. Bu çalışma da İngiliz Dili Eğitimi programında öğrenim gören öğretmen adaylarının deprem sonrası acil uzaktan eğitim sürecinde öz-düzenlemeli öğrenme becerilerinin kullanımına ilişkin görüşlerini araştırmayı amaçlamaktadır. Araştırmada, Türkiye'de Karadeniz Bölgesi'ndeki bir üniversitede İngiliz Dili Eğitimi programında üçüncü sınıfta öğrenim gören sekiz öğretmen adayının dahil olduğu ve odak grup tartışması yoluyla yürütülen yarı yapılandırılmış görüşme yöntemi kullanılmıştır. Görüşme, Zoom platformu aracılığıyla gerçekleştirilmiş ve veriler nitel içerik analizi kullanılarak incelenmiştir. Bulgular, katılımcıların çoğunun öz-düzenlemeli öğrenme becerilerini yüz yüze eğitimde ve hatta pandemi dönemindeki uzaktan eğitimde verimli bir şekilde kullandığını, deprem sonrası uzaktan eğitimde ise aynı performans seviyesine ulaşamadıklarını ortaya koymuştur. Deprem sonrası uzaktan eğitim sürecinde öğretmen adayları davranışsal, üst-bilişsel ve motivasyonel olarak öz-düzenleme becerisine tam olarak sahip öğrenenler değildirler. Dolayısıyla bulgular, motivasyon faktörlerinin, psikolojik sıkıntıların ve acil uzaktan eğitime neden olan etmenlerin, öz-düzenlemeli öğrenme becerilerinin etkili bir şekilde uygulanmasını etkileyebileceğini göstermektedir. Literatürdeki çok az çalışma, doğal bir felaketten sonra gerçekleştirilen acil uzaktan eğitim süreçleriyle ilgilendiği için, bu araştırmanın doğal bir felaket sonrası acil uzaktan eğitim sürecinde İngiliz Dili Eğitimi programındaki öğretmen adaylarının öz-düzenlemeli öğrenme becerilerinin anlaşılmasına katkıda bulunacağı umulmaktadır

Keywords

Acil Uzaktan Eğitim, Doğal Afet, İngiliz Dili Eğitimi, Öğretmen Adayları, Öz-Düzenlemeli Öğrenme Becerileri

Self-Regulated Learning Skills of ELT Pre-Service Teachers during Post-Earthquake Emergency Remote Education in Türkiye

Abstract

The devastating earthquake that struck southern Türkiye has challenged teaching and learning, as in the COVID-19 pandemic, since a rapid transition from face-to-face education to emergency remote education occurred in higher education institutions. The shift to post-earthquake emergency remote education (PERE) has also posed challenges to college students' self-regulated learning skills (SRLS). This issue has also affected students enrolled in certain programs, such as English Language Teaching (ELT). Therefore, this study aims to investigate ELT pre-service teachers’ views on the use of SRLS during the PERE period. The methodology in this research is a semi-structured interview carried out through focus group discussion and included eight junior ELT pre-service teachers at a university in the Black Sea Region in Türkiye. The researchers conducted the interview via Zoom, and qualitative content analysis was used to examine the data. The findings revealed that the majority employed SRLS efficiently in face-to-face education and even in pandemic-driven remote education, and they found it hard to achieve the same level of performance during PERE. They are not fully behaviorally, metacognitively, and motivationally self-regulated learners in PERE. The findings, thus, suggest that motivational factors, psychological distress, and the issues that cause emergency remote education can affect the effective implementation of self-regulated learning (SRL). Hopefully, this research will contribute to understanding ELT pre-service teachers’ SRLS during emergency remote education launched after a natural disaster, as a relatively small body of literature is concerned with emergency remote education processes after a natural disaster.

Keywords

Emergency Remote Education, English Language Teaching (ELT), Natural Disaster, Pre-service Teachers, Self-regulated Learning Skill

References

• Artino, A. R., Durning, S. J., & Sklar, D. P. (2020). Guidelines for self-regulated learning during remote learning. Medical Education, 54(7), 662-663.
• Ayebi-Arthur, K. (2017). E-learning, resilience and change in higher education: Helping a university cope after a natural disaster. E-Learning and Digital Media, 14 (5), 259–274. https://doi.org/10.1177/2042753017751712
• Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distributed Learning, 11(1), 61-80. https://doi.org/10.19173/irrodl.v11i1.769
• Baytiyeh, H. (2018). Online learning during post-earthquake school closures. Disaster Prevention and Management, 27, 215-227. https://doi/10.1108/DPM-07-2017- 0173/full/html
• Boekaerts, M. & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199- 231. https://psycnet.apa.org/doi/10.1111/j.1464-0597.2005.00205.x
• Burrows, D., & Kendall, S. (1997). Focus groups: What are they and how can they be used in nursing and health care research? Social Sciences in Health, 3,244–253.
• Broadbent, J., & Poon, W. L. (2015). Self-Regulated Learning Strategies & Academic Achievement in Online Higher Education Learning Environments: A Systematic Review. The Internet and Higher Education,27, 1-13. http://dx.doi.org/10.1016/j.iheduc.2015.04.007
• Broadbent, J., Panadero, E., Lodge, J.M., & de Barba, P. (2020). Technologies to enhance self-regulated learning in online and computer mediated learning environments. In MJ Bishop, J. Elen, E. Boling and V. Svihla (eds). Handbook of Research in Educational Communications and Technology(pp.37-52). Springer. https://doi.org/10.1007/978-3-030- 36119-8_3
• Carpenter, S. K., Endres, T., & Hui, L. (2020). Students’ use of retrieval in self-regulated learning: Implications for monitoring and regulating effortful learning experiences. Educational Psychology Review, 32(4), 1029–1054. https://doi.org/10.1007/s10648-020- 09562-w
• Carter, R.A., Rice, M., Yang, S.,& Jackson, H.A. (2020). Self-regulated learning in online learning environments: strategies for remote learning, Information and Learning Sciences,121(5/6), 321-329. https://doi.org/10.1108/ILS-04-2020-0114
• Castro, M. D., &Tumibay, G. M. (2019). A literature review: Efficacy of Online Learning Courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367–1385. https://doi.org/10.1007/s10639-019-10027-z
• Cohen, L., Manion, L., & Morrison K. (2000). Research methods in education (5th Edition). Routledge Falmer.https://doi.org/10.4324/9781315456539
• Crawford, J., Butler-Henderson, K., Rudolph, J., et al. (2020). COVID-19: 20 countries’ higher education intraperiod digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 9–28. https://doi.org/10.37074/jalt.2020.3.1.7
• Creswell, J. W. (2007). Qualitative inquiry & research design (2nd ed.). Sage Publications. Dent, A. L., &Koenka, A. C. (2016). Therelationbetween self-regulatedlearningand academicachievementacrosschildhoodandadolescence: A meta-analysis. Educational PsychologyReview, 28(3), 425–474. https://doi.org/10.1007/s10648-015- 9320-8
• Denzin, N.K. (1994). The art and politics of interpretation. In N.K. Denzin & Y.S. Lincoln (Eds.) Handbook of qualitative research (pp. 500-515). Sage Publications.
• Ejubović, A., &Puška, A. (2019). Impact of self-regulated learning on academic performance and satisfaction of students in the online environment. Knowledge Management & E- Learning, 11(3), 345–363. https://doi.org/10.34105/j.kmel.2019.11.018
• Fathi J., Greenier V., Derakhshan A. (2021). Teacher self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian J. Lang. Teach. Res. 9, 13–37. doi: 10.30466/IJLTR.2021.121043
• Funa, A. A., &Talaue, F. T. (2021). Constructivist learning amid the COVID-19 pandemic: Investigating students’ perceptions of biology self-learning biology modules. International Journal of Learning, Teaching, and Educational Research, 20(3). https://doi.org/10.26803/ijlter.20.3.15
• Funa, A. A., Gabay, R. A. E., Deblois, E. C. B., Lerios, L. D., &Jetomo, F. G. J. (2023). Exploring Filipino preservice teachers’ online self-regulated learning skills and strategies amid the COVID-19 pandemic.Social Sciences & Humanities Open, 7, 1-12. https://doi.org/10.1016/j.ssaho.2023.100470
• Gupta, R., Grover, S., Basul, A., Krishnan, V., Tripathi, A., Subramanyam, A., Nischal, A., Hussain, A., Mehra, A., Ambekar, A., Saha, G., Kumar, K., Bathla, M., Jagiwala, M., Manjunatha, N., Nebhinani, N., Gaur, N., Kumar, N., Dalal, P.K.,… Avasthi, A. (2020). Changes in sleep pattern and sleep quality during COVID-19 lockdown . Indian Journal of Psychiatry, 62(4), 370-378. https://doi.org/10.4103/psychiatry.indianjpsychiatry_523_20
• Hensley, L. C., Iaconelli, R., & Wolters, C. A. (2022). “This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning, Journal of Research on Technology in Education, 54(1), pp.203-218, https://doi.org/10.1080/15391523.2021.1916414
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency- remote-teaching-and-online-learning
• Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. IJERI: International journal of Educational Research and Innovation, 400-418. https://doi.org/10.46661/ijeri.5351
• Jackson, R. L., Drummond, D. K., & Camara, S. (2007). What is qualitative research? Qualitative Research Reports in Communication, 8(1), 21–28. https://doi.org/10.1080/17459430701617879
• Kimmons, R. (2020). Digital inequalities and educational opportunity during COVID-19. Techtrends, 64(4), 672-675.
• Kitzinger, J. (1994). The methodology of focus groups: the importance of interaction between research participants. Sociology of health & illness, 16(1), 103-121. https://doi.org/10.1111/1467-9566.ep11347023
• Krueger, R. A. (1998). Developing questions for focus groups. Sage Publications. https://doi.org/10.4135/9781483328126
• Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Sage Publications.
• Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
• Miller, C. J., & Bernacki, M. L. (2019). Training preparatory mathematics students to be high ability self-regulators: Comparative and case-study analyses of impact on learning behavior and achievement. High Ability Studies, 30(1–2). https://doi.org/10.1080/13598139.2019.1568829
• Munir, A. (2020). Self-efficacy of General English Lecturers after a Home-base Policy Change in an English Department in an Indonesian University. Script Journal: Journal of Linguistics and English Teaching, 5(2), 120-135. https://doi.org/10.24903/sj.v5i2.506
• Ozbek, İ. &Bilgic T. (2023,February 23). Türkiye Earthquakes Add to Housing Crisis as Survivors Seek Shelter. Bloomberg. https://www.bloomberg.com/news/articles/2023- 02-23/turkey-earthquakes-add-to-housing-crisis-as-survivors-seek-shelter#xj4y7vzkg
• Oxford, R. (2001). Language learning strategies. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 166-172). Cambridge: Cambridge University Press. https://doi.org/10.1093/elt/56.1.87
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts. P.R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation, (pp. 451–502) San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/S10648-004-0006-X
• Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 149–183). Hillsdale, NJ: Lawrence Erlbaum Associates Inc. https://doi.org/10.4324/9780203052532
• Posner, M., & Rothbart, M. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427-441. https://doi.org/10.1017/S0954579400003096
• Ramallosa, J. M., Funa, A. A., Geron, A. T., Ibardaloza, R. T., & Prudente, M. S. (2022). Meta-Analysis on the Effectiveness of Argument-Based Learning on Students’ Conceptual Understanding. IC4E '22: Proceedings of the 202213th International Conference on E-Education, E-Business, E-Management, and E- Learning, New York, (pp.315- 323).https://doi.org/10.1145/3514262.3514305
• Rehman, U., Shahnawaz, M.G., Khan, N.H., Kharshiing, K.D., Khursheed, M., Gupta, K., Kashyap, D. & Uniyal, R. (2020). Depression, anxiety and stress among Indians in times of COVID-19 lockdown. Community Mental Health Journal, 57(1), 42–48. https://doi.org/10.1007/s10597-020-00664-x
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75.https://doi.org/10.3233/EFI-2004-22201
• Tümen Akyıldız, S. (2020). College students’ views on the pandemic distance education: A focus group discussion. International Journal of Technology in Education and Science (IJTES), 4(4), 322-334.https://doi.org/10.46328/ijtes.v4i4.150
• Weber, R. P. (1990). Basic content analysis. Sage Publications.
• Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Erlbaum.https://doi.org/10.4324/9781410602350
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
• Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/10.1080/00461520.2013.794676