İngilizce öğretmen adaylarıının Türkiye'deki çevrimiçi dil değerlendirmesine ilişkin görüşleri

Year 2024, Volume: 14 Issue: 3, 1727 - 1740, 29.09.2024

Sabahattin Yeşilçınar

https://doi.org/10.30783/nevsosbilen.1524449

Abstract

Teknoloji, çevrimiçi dil değerlendirmelerinin (OLA) benimsenmesini hızlandırarak avantaj ve dezavantajlar ortaya çıkarmıştır. Bu çalışma, öğretmen adaylarının OLA hakkındaki bakış açılarını araştırmaktadır. Nitel fenomenolojik bir yaklaşım kullanılarak, Türkiye'deki bir devlet üniversitesinden 11 İngilizce öğretmen adayı ile görüşmeler yapılmıştır. Bulgular, OLA'nın hem avantajlarını hem de dezavantajlarını ortaya koymaktadır. Olumlu yönden bakıldığında, öğretmen adayları kağıt kullanımını azaltmanın çevresel ve finansal faydalarının yanı sıra otomatik not verme ve uzaktan değerlendirme esnekliği gibi operasyonel verimliliklerin altını çizmişlerdir. Ayrıca multimedya ve interaktif unsurların sağladığı gelişmiş öğrenme deneyimlerini ve çevrimiçi platformların sunduğu yenilikçi değerlendirme fırsatlarını takdir etmişlerdir. Bununla birlikte, teknik ve altyapı engelleri, farklı dijital okuryazarlık seviyeleri ve değerlendirme bütünlüğü ve güvenliği ile ilgili endişeler de dahil olmak üzere önemli zorluklar tespit edilmiştir. Psikolojik zorluklar da öne çıkmıştır; birçok öğretmen adayı çevrimiçi formatlara aşina olmadıkları ve yeni teknolojilere uyum sağlamanın getirdiği baskılar nedeniyle stres ve kaygı yaşamıştır. Bu görüşler, öğretmen adaylarının OLA'nın karmaşıklığı içinde yollarını bulmalarına yardımcı olacak kapsamlı eğitim ve desteğe duyulan ihtiyacın altını çizmekte ve hem etkili bir uygulama hem de geleceğin eğitimcilerinin refahını sağlamaktadır.

Keywords

Çevrimiçi dil değerlendirmesi, öğretmen adayları, eğitim teknolojisi

Preservice English teachers’ views on online language assessment in Turkey

Abstract

Technology has rapidly accelerated the adoption of online language assessments (OLA), presenting unique opportunities and challenges. This study explores preservice English teachers’ views on OLA in Turkish Turkey. Using a qualitative phenomenological approach, interviews were conducted with 11 English preservice teachers from a state university in Turkey. The findings reveal both the advantages and disadvantages of OLA. On the positive side, preservice teachers highlighted the environmental and financial benefits of reducing paper use and operational efficiencies like automated grading and the flexibility of remote assessments. They also appreciated the enhanced learning experiences provided by multimedia and interactive elements and the innovative assessment opportunities offered by online platforms. However, significant challenges were identified, including technical and infrastructure barriers, varying levels of digital literacy, and concerns about assessment integrity and security. Psychological challenges were also prominent, with many preservice teachers experiencing increased stress and anxiety due to unfamiliarity with online formats and the pressures of adapting to new technologies. These insights underscore the need for comprehensive training and support to help preservice teachers navigate the complexities of OLA, ensuring both effective implementation and the well-being of future educators.

Keywords

Online language assessment, preservice teachers, educational technology

References

• Abduh, M. Y. M. (2021). Full-time online assessment during COVID-19 lockdown: EFL teachers’ perceptions. Asian EFL Journal, 28(1.1), 26-46. https://www.asian-efl-journal.com/wp-content/uploads/AEJ-Volume-28-Issue-1.1-February-2021.pdf
• Ahmad, N., Rahim, I. S. A., & Ahmad, S. (2021). Challenges in implementing online language assessment-a critical reflection of issues faced amidst Covid-19 pandemic. In F. Baharom, Y. Yusof, R. Romli, H. Mohd, M. A. Saip, S. F. P. Mohamed, & Z. M. Aji (Eds.), Proceedings of Knowledge Management International Conference (KMICe) 2021 (pp. 74–79). UUM College of Arts and Sciences.
• Anasse, K., & Rhandy, R. (2021). Teachers’ attitudes towards online writing assessment during Covid-19 pandemic. International Journal of Linguistics, Literature and Translation, 3(8), 65– 70. https://doi.org/10.32996/ijllt.2021.4.8.9
• Beck, G., Tsaryk, O. M., & Rybina, N. V. (2020). Teaching and assessment strategies in online foreign languages distance learning. Медична Освіта, 2, 6–13. https://doi.org/10.11603/me.2414-5998.2020.2.11139
• Bjelobaba, S. (2021). Deterring cheating using a complex assessment design: A case study. The Literacy Trek, 7(1), 55-77. https://doi.org/10.47216/literacytrek.936053
• Blinova, O. (2022). What Covid taught us about assessment: students’ perceptions of academic integrity in distance learning. INTED2022 Proceedings (pp. 6214-6218). https://doi.org/10.21125/inted.2022.1576 Bryman, A. (2016). Social Research Methods (5th ed.). Oxford University Press.
• Bui, T. H. (2022). A Review of Language Testing and Assessment in Online Teaching. International Journal of English Linguistics, 12(4), 54. https://doi.org/10.5539/ijel.v12n4p54
• Carson, L. (2017). Improving online language assessment: Using Pecha Kucha to assess spoken production in English. Caracteres: estudios culturales y críticos de la esfera digital, 6(2), 446-464. https://doi.org/10.5539/ijel.v12n4p54 Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
• Czura, A., & Dooly, M. (2021). Foreign language assessment in virtual exchange – The ASSESSnet project. Collated Papers for the ALTE 7th International Conference (pp. 137–140).
• Fitriyah, I., & Jannah, M. (2021). Online Assessment Effect in EFL Classroom: An Investigation on Students and Teachers' Perceptions. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 265-284. https://files.eric.ed.gov/fulltext/EJ1297230.pdf
• Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380–392. https://doi.org/10.1111/flan.12460
• Gamage, K. A., Silva, E. K. D., & Gunawardhana, N. (2020). Online delivery and assessment during COVID-19: Safeguarding academic integrity. Education Sciences, 10(11), 301. https://doi.org/10.3390/educsci10110301
• Ghouali, K., & Cecilia, R. R. (2021). Towards a Moodle-based assessment of Algerian EFL students’ writing performance. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (36), 231-248. https://doi.org/10.30827/portalin.vi36.17866
• Hakim, B. (2020). Technology integrated online classrooms and the challenges faced by the EFL teachers in Saudi Arabia during the COVID-19 pandemic. International Journal of Applied Linguistics and English Literature, 9(5), 33–39. https://doi.org/10.7575/aiac.ijalel.v.9n.5p.33
• Henari, T. F., & Ahmed, D. A. K. (2021). Evaluating educators and students’ perspectives on asynchronous and synchronous modes of e-learning in crisis education. Asian EFL Journal Research Articles, 28(2), 80–98.
• Hidalgo-Camacho, C., Escudero, G. I., Villacís, W., & Varela, K. (2021). The Effects of Online Learning on EFL Students' Academic Achievement during Coronavirus Disease Pandemic. European Journal of Educational Research, 10(4), 1867-1879. https://doi.org/10.12973/eu-jer.10.4.1867
• Hubbard, P., & Levy, M. (2006). Teacher education in CALL. John Benjamins.
• Jalilzadeh, K., Rashtchi, M., & Mirzapour, F. (2024). Cheating in online assessment: a qualitative study on reasons and coping strategies focusing on EFL teachers’ perceptions. Language Testing in Asia, 14(1), 29. https://doi.org/10.1186/s40468-024-00304-1
• Janke, S., Rudert, S. C., Petersen, N., Fritz, T. M., & Daumiller, M. (2021). Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity? Computers and Education Open, 2, 1-9. https://doi.org/10.1016/j.caeo.2021.100055
• Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954-2965. https://doi.org/10.1111/jan.13031
• Koçer, P., & Köksal, D. (2024). An investigation into the online language teaching and assessment practices during COVID-19. International Journal of Educational Spectrum, 6(1), 1-17. https://doi.org/10.47806/ijesacademic Koris, R., & Pal, A. (2021). Fostering learners’ involvement in the assessment process during the COVID-19 pandemic: Perspectives of university language and communication teachers across the globe. Journal of University Teaching & Learning Practice, 18(5), 11-20.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. SAGE Publications.
• Muhammad, A. A., & Ockey, G. J. (2021). Upholding language assessment quality during the COVID-19 pandemic: Some final thoughts and questions. Language Assessment Quarterly, 18(1), 51–55. https://doi.org/10.1080/15434303.2020.1867555
• Nayernia, A., & Mohebbi, H. (2023). Teachers’ Online Language Assessment Literacy. Z. Tajeddin, C. Griffiths (Eds.), Language Education Programs: Perspectives on Policies and Practices (pp. 121-140). Springer International Publishing.
• Rogier, D. (2014). Assessment literacy: Building a base for better teaching and learning. English Language Teaching Forum, 3, 2-13. https://files.eric.ed.gov/fulltext/EJ1045594.pdf
• Sa'adah, L., & Hentasmaka, D. (2024). Online language assessment on secondary schools: an investigation on students’ perception and preference. E-LINK JOURNAL, 11(1), 96-110. https://jurnalpendidikan.unisla.ac.id/index.php/elink/article/view/1078/620
• Saldaña, J. (2021). The Coding Manual for Qualitative Researchers. SAGE Publications.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
• Sevimel-Sahin, A. (2023). Academic integrity in online foreign language assessment: What does current research tell us?. In D. Koksal, N. Kavakli Ulutas, & S. Arslan (Eds.), Handbook of Research on Perspectives in Foreign Language Assessment (pp. 306-328). IGI Global. https://doi.org/10.4018/978-1-6684-5660-6.ch015
• Sharma, V. K., & Holbah, W. A. (2022). Online Language Assessment the Exception, Not the Rule: For Inclusive Language Learning. Arab World English Journal. https://files.eric.ed.gov/fulltext/EJ1363144.pdf
• Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method, and Research. SAGE Publications.
• Smith, J., & Nizza, I. E. (2022). Essentials of interpretative phenomenological analysis. American Psychological Association. https://doi.org/10.1037/0000259-000
• Taghizadeh, M., & Basirat, M. (2022). Investigating pre-service EFL teachers’ attitudes and challenges of online teaching. Computer Assisted Language Learning, 1-38. https://doi.org/10.1080/09588221.2022.2136201
• Tran-Thi-Thanh, T. (2024). Language Teachers’ Adaptability to Digital Transformation: Online Assessment Practices in Vietnam Higher Education. Theory and Practice in Language Studies, 14(7), 2263-2270.
• Weng, F., & Shen, B. (2022). Language assessment literacy of teachers. Frontiers in Psychology, 13, 864582. https://doi.org/10.3389/fpsyg.2022.864582
• Yeo, M. A. (2021). " Experiencing Theory First-Hand Was Delightful and Informative": Bridging the Theory-Practice Gap in Online Language Assessment Training. Iranian Journal of Language Teaching Research, 9(3), 93-116. https://files.eric.ed.gov/fulltext/EJ1319044.pdf Zhang, C., Yan, X., & Wang, J. (2021). EFL teachers’ online assessment practices during the COVID-19 pandemic: Changes and mediating factors. The Asia-Pacific Education Researcher, 30, 499-507. https://doi.org/10.1007/s40299-021-00589-3