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Bu çalışmada Türkçe Öğreniyorum kitlesel açık çevrimiçi dersine (Massive Open Online Course: MOOC) kayıtlı yabancı dil olarak Türkçe öğrenmek isteyen 104 ülkeden ve 136 milliyetten 6254 öğrenenin Türkçe öğrenme nedenleri, anadilleri, milliyetleri ve yaşadıkları ülkeler, eğitim seviyeleri, çalışma durumları, bildikleri yabancı diller, internet kullanım alışkanlıkları ve ilgi alanlarına dair dağılımların ve bunlar aralarındaki ilişkinin incelenmesi amaçlanmıştır. Yabancılara Türkçe öğretimi alanyazınında hem yurtiçindeki ve yurtdışındaki yabancıları hem de böyle büyük ve çeşitlilik arz eden bir örneklemi kapsayan başka bir yayın henüz yer almamaktadır. Bu nedenle çalışma, Türkçe öğrenmek isteyen yabancıların demografik özelliklerini ortaya koyarak genel bir bakış açısı sunması ve program geliştiricilere politika oluşturma süreçlerinde yol gösterici bilgi sağlaması bakımından önemlidir. Araştırmada, kesitsel tarama modeli kullanılmıştır. Veriler, öğrenme yönetim sistemi için özelleştirilen Kayıt Formu üzerinden toplanmıştır. Analiz sonuçlarına göre yabancı dil öğrenmek isteyenlerin çoğunluğu Türkiye’de yaşamaktadır (n = 4158, % 66.49). Yarıdan fazlası ikinci bir dil deneyimine sahip değildir (n = 3796, % 60.70). Büyük çoğunluğunun anadili Arapçadır (n = 5100, % 81.55). Yarıya yakını önlisans veya lisans eğitim seviyesine sahiptir (n = 2782, % 44.48), yine yarıya yakını çalışmaktadır (n = 2769, % 44.28). Öğrenenlerin yaklaşık dörtte üçünün çevrimiçi bir ders deneyimi bulunmadığı (n = 4617, % 73.82)ve yarıdan fazlasının (n = 4253, % 68.00) sosyal ağları kullandığı belirlenmiştir.
In this study, the aim of the study is to study 6254 students from 104 countries and 136 nationalities who want to learn Turkish as a foreign language registered in the Massive Open Online Course (MOOC); the reasons for learning Turkish, their native nations, nationalities and the countries where they live, the levels of education, the working conditions, the foreign languages they know, the internet usage habits and interests and the relationship between them. There is no other publication in the field of Turkish teaching to foreigners that covers foreigners both domestic and abroad and such a large and diversifying sample. Therefore, the study is important in terms of providing a general perspective by revealing the demographic characteristics of foreigners who want to learn Turkish and providing program developers with guidance in the policy-making processes. In the study, a cutting screening model was used. The data is collected through the Registration Form that is customized for the learning management system. According to the results of the analysis, the majority of those who want to learn a foreign language live in Turkey (n = 4158, 66.49%). More than half of them have no second language experience (n = 3796, 60.70%). The majority of them are native Arabic (n = 5100, 81.55%). Nearly half has a bachelor's or bachelor's level of education (n = 2782, 44.48%) and still works close to half (n = 2769, 44.28%). About a quarter of students found that they had no online learning experience (n = 4617, 73.82) and more than half (n = 4253, 68.00%) used social networks.
In this study, profile analysis of 6254 learners, who were from 104 countries and 136 nationalities, registered in Türkçe Öğreniyorum (Learn Turkish) MOOC, was performed. The aim of this study was to examine the distribution of Turkish learning reasons, mother tongue, nationality and country of residence, education level, working status, number of foreign languages spoken, internet usage habits and interests of learners in addition to the relationship among these parameters. This is the first study, which includes such a large and diverse sample, in the study field of teaching Turkish as a foreign language. Therefore, the study is important since it might provide an insight into learner demographics to program developers in policy-making processes. In this research, cross-sectional survey design was used. Data were collected through the Registration Form integrated into the learning management system. According to the results, most of the users, who wanted to learn Turkish as a Foreign Language, lived in Turkey (n = 4158, 66.49 %) . More than half of the learners did not have a second language (n = 3796, 60.70 %) . The native language of the majority of the sample was Arabic (n = 5100, 81.55 %). Nearly half of the participants had an associate or bachelors’ degree (n = 2782, 44.48 % ), and approximately half of the participants were working ( n = 2769, % 44.28). Approximately three-quarters of the learners had not had an online course experience (n = 4617, 73.82 %) and more than half indicated (n = 4253, % 68.00) using social networks.
Field : Fen Bilimleri ve Matematik
Journal Type : Uluslararası
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