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Covid-19 küresel salgını eğitim de dâhil olmak üzere yaşamın her alanını etkilemiştir. Bu bağlamda okullar virüsün daha hızlı yayılmasını önlemek için kapatılmış ve uzaktan eğitim sistemine geçiş yapılmıştır. Acil durum çözümlerinde ilk etapta uygulama sorunları yaşanması kaçınılmazdır. Uzaktan eğitim döneminde yabancı dil öğretiminde de uygulama kaynaklı bazı sorunlar tespit edilmiştir. Bu süreçte öğretmenlerin sorumluluğu oldukça fazladır. Bu noktadan hareketle mevcut araştırma pandemi sürecinde İngilizce öğretmenlerinin uzaktan eğitim uygulamalarını, süreçteki problemlerini ve de gelecek uygulamaları için çözüm önerilerini ortaya koymayı amaçlamıştır. Nitel bir araştırma olarak tasarlanan araştırma odak grup tartışması tekniğiyle yürütülmüştür. Araştırmanın katılımcıları pandemi süresince Elazığ ilinde ortaokul düzeyinde çalışan altı İngilizce öğretmenidir. Araştırmanın bulguları pandemi sürecinde yabancı dil öğretiminde öğrenci, öğretmen, teknoloji ve veli kaynaklı birtakım problemler yaşandığını göstermektedir. Katılımcıların gelecek uygulamaları iyileştirecek ve onlara yol gösterecek nitelikte olan önerilerinden bazıları şu şekildedir: Öğretmenler uzaktan eğitim ve teknoloji kullanımı bazında eğitimlerle desteklenmeli; iletişimsel yaklaşım ve etkileşim içeren yabancı dil öğretim yöntemleri uzaktan eğitime uyarlanmalı ve ders saatleri artırılmalı; öğrencilere teknolojiyi öğrenme için kullanmaları doğrultusunda yol gösterilmeli; öğrencilere motivasyon desteği sağlanmalı; öğrencilerin bireysel öğrenme yetenekleri desteklenmeli; veliler süreçle ilgili bilinçlendirilmeli ve de sosyal eşitliği sağlamak için ihtiyacı olan öğretmen ve öğrencilere teknolojik destek sağlanmalıdır.
Covid-19 has affected all areas of life, including education, with global epidemic. In this context, schools have been closed to prevent the virus from spreading faster and transition to the remote education system. In emergency solutions in the first phase of application problems are inevitable. During the distance learning period, some problems related to the application in the teaching of foreign languages have also been identified. The responsibility of teachers in this process is quite high. From this point on, the current research has aimed at presenting the practices of distance learning of English teachers in the pandemic process, their problems in the process, and solutions for their future practices. The research designed as a qualified research is carried out using group-focused discussion technique. The researchers were six English teachers who worked at the high school level in Elazığ during the pandemic period. The findings of the research show that a number of problems arising from students, teachers, technology and guardians in foreign language teaching during the pandemic process. Some of the participants’ recommendations that will improve and guide future practices are as follows: Teachers should be supported by training based on distance learning and the use of technology; communication and interaction-based foreign language teaching methods should be adapted to distance learning and increased lesson hours; students should be guided in the way they use technology to learn; students should be motivated; students should be supported by individual learning abilities; teachers and students should be supported by technology that need to be aware of the process and social equality.
The Covid-19 is a deadly pandemic that has affected every aspect of life including education. The schools have been closed to prevent the spread of the virus, and they have converted their system into distance education. As a part of emergency solutions, it is inevitable to have implementation problems at the first stage. During the distance education period, some practical problems have been identified in foreign language teaching as well. The responsibility of teachers in this pandemic process is far too much. Thus the current research aimed to reveal the distance education practices of English as foreign language (EFL) teachers; the problems they met during the process and their suggestions for future implementations. The study, designed as qualitative research, was carried out by the focus group discussion technique. The participants of the study were six EFL teachers who worked at the secondary school level in Elazig during the pandemic period. The findings have revealed that some problems in the EFL teaching process were caused by students, teachers, technology and parents. Some of the suggestions of the participants that will guide and improve the future practices are as follows: Teachers should be trained on distance education and technology use; EFL teaching methods including an adaptation of communicative approach and interaction to distance education; course hours should be increased; students should be guided in using technology for their learning; students should be provided with motivational support; their individual learning abilities should be supported; parental awareness about distance education should be raised to ensure social equality, and technical support should be offered to teachers and students who need it.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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