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PRE-SERVICE TEACHERS’ VIEWS ABOUT ENGLISH AS A FOREIGN LANGUAGE COURSES THROUGH DISTANCE EDUCATION

Year 2022, , 282 - 296, 30.10.2022

Fatma Şeyma Doğan , Seyit Ahmet Çapan

https://doi.org/10.29029/busbed.1165543
Cited By: 1

Abstract

Awareness about possible contributions and drawbacks of English as a foreign language courses through distance and traditional face-to-face education may contribute to improving the efficiency of the process of teaching and learning a foreign language. The aim of this study is to investigate pre-service teachers’ views related to English as a foreign language courses through distance education compared to the traditional face-to-face education. The study intended to reveal the pros and cons of English as a foreign language courses not only through distance education but also face-to-face education and provide some suggestions to overcome possible problems encountered with the distant and/or face-to-face learning/teaching of English. Moreover, the study aimed to explore pre-service teachers’ attitudes towards learning English as a foreign language and the impact of learning English through distance education compared to face-to-face education on their grades. This study employed both qualitative and quantitative research methods. The participants were 91 pre-service teachers from different majors for the quantitative part of the present study while 14 pre-service teachers participated in the qualitative part. The findings highlight the importance of pre-service teachers’ views regarding learning English as a foreign language through distance education compared to the traditional face-to-face education considering the perceived strengths and weaknesses of each. Likewise, the study provided implications to improve their effectiveness in the process of learning English as a foreign language, which is considered one of the top priorities in the Turkish education system.

Keywords

English as a foreign language courses Face-to-face education Distance education Strengths Problems.

References

  • Akça, Ö. (2006). SAÜ uzaktan eğitim öğrencilerinin iletişim engelleri ile ilgili öğrenci görüşleri. [Unpublished master’s thesis].Sakarya University.
  • Al, U., & Madran, O. (2004). Web tabanlı uzaktan eğitim sistemleri: Sahip olması gereken özellikler ve standartlar. Bilgi Dünyası, 5(2), 259-271.
  • Alagözlü, N. (2017). Türkiye’de İngilizce öğretmeni yetiştirme sorunları. Türkbilig, 34, 241-247.
  • Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. The American Journal of Distance Education, 16(2), 83-97.
  • Al-Samiri, R. A. (2021). English language teaching in Saudi Arabia in response to the COVID-19 pandemic: Challenges and positive outcomes. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges (1), 147-159.
  • Behroozian, R., & Sadeghogli, H. (2017). A study of students’ attitudes towards using technology in second language learning. Journal of Applied Linguistics and Language Research, 4(8), 201-216.
  • Campbell, A. P. (2004). Using live journal for authentic communication in EFL classes. The Internet TESL Journal. Retrieved from http://iteslj.org/Techniques/Campbell-LiveJournal/ on 01.06.2022.
  • Conole, G. (2008). Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2), 124-140.
  • Çakmak, A. Ç. (2013). Uzaktan eğitim hizmetinin öğrenciler tarafından değerlendirilmesi: Karabük Üniversitesi’nde bir uygulama. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 12(23), 263-287.
  • Dahmash, N. B. (2020). ‘I couldn’t join the session’: Benefits and Challenges of blended learning amid COVID-19 from EFL students. International Journal of English Linguistics, 10(5), 221-230.
  • Doğan, Y. (2020). Üniversite öğrencilerinin uzaktan çevrimiçi yabancı dil öğrenmeye yönelik görüşlerinin değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 18(1), 483-504.
  • Düzakın, E., & Yalçınkaya, S. (2008). Webtabanlı uzaktan eğitim sistemi ve Çukurova üniversitesi öğretim elemanlarının yatkınlıkları. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17(1), 225-244.
  • Ekmekçi, E. (2015). Distance education in foreign language teaching: Evaluations from the perspectives of freshman students. Procedia-Social and Behavioral Sciences, 176, 390-397. https://doi.org/10.1016/j.sbspro.2015.01.487
  • EPI (EF English Proficiency Index) (2020). Retrieved from https://www.ef.com/wwen/epi/downloads/ on 01.06.2022.
  • EPI (EF English Proficiency Index) (2020). Retrieved from https://www.ef.com.tr/epi/ on 01.06.2022.
  • Ertmer, P. A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
  • Eygü, H. & Karaman, S. (2013). Uzaktan eğitim öğrencilerinin memnuniyet algıları üzerine bir araştırma. Sosyal Bilimler, 3(1), 36-59.
  • Fageeh, A. I. (2011). EFL learners’ use of blogging for developing writing skills and enhancing attitudes toward English learning: An exploratory study. Journal of Language and Literature, 2(1), 31-48.
  • Fitzpatrick, B., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual charter schools and online learning during COVID-19: An imperfect comparison. The Brookings Institute. Retrieved on 06.10.2022 from https://www.brookings.edu/blog/brown-center-chalkboard/2020/06/02/virtual-charter-schools-and-online-learning-during-covid-19/.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). McGraw-Hill.
  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. Macmillian.
  • Ghazi-Saidi, L., Criffield, A., Kracl, C. L., McKelvey, M., Obasi, S. N., & Vu, P. (2020). Moving from face-to-face to remote instruction in a higher education institution during a pandemic: Multiple case studies. International Journal of Technology in Education and Science (IJTES), 4(4), 370-383.
  • Gökçe, A. T. (2008). Küreselleşme sürecinde uzaktan eğitim. D. Ü. Ziya Gökalp Eğitim Fakültesi Dergisi, 11, 1-12.
  • Gülnar, B. (2008). Bilgisayar ve internet destekli uzaktan eğitim programlarının tasarım, geliştirme ve değerlendirme aşamaları (SUZEP örneği). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,19, 259-271.
  • Gürbüz, F. (2014). Students’ views on distance learning in Turkey: An example of Anadolu University Open Education Faculty. Turkish Online Journal of Distance Education, 15(2), 239-250.
  • Hartshron, K. J., & McMurry, B. L. (2020). The effects of the COVID-19 pandemic on ESL learners and TESOL practitioners in the United States. International Journal of TESOL Studies, 2(2), 140-156.
  • Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1, 1-18.
  • IDEA. (2022). ODTÜ Sanal Kampüsü, İnternete Dayalı Eğitim-Asenkron, Accessed at https://idea.metu.edu.tr/ on 01.06.2022.
  • İşman, A. (1998). Uzaktan eğitim: Genel tanımı, Türkiye’deki gelişimi ve proje değerlendirmeleri. Değişim Yayınevi.
  • İşman, A. (2011). Uzaktan eğitim (4th ed.). Pegem Akademi.
  • Ja’ashan, M. M. N. H. (2020). The challenges and prospects of using e-learning among EFL students in Bisha University. Arab World English Journal, 11(1), 124-137.
  • Kennedy, G., Krause, K., Gray, K., Judd, T., Bennett, S., Maton, K., Dalgarno, B., & Bishop, A. (2006). Questionning the net generation: A collaborative project in Australian higher education. Proceedings of the ASCILITE conference, Sydney, December 2006.
  • Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary education. Asia-Pacific Journal of Teacher Education, 36(4), 309-322.
  • Kitchakarn, O. (2015). EFL learners’ attitudes towards using computers as a learning tool in language learning. The Turkish Online Journal of Educational Technology, 14(2), 52-58.
  • Lam, Y., & Lawrence, G. (2002). Teacher-student role redefinition during a computer-based second language project: Are computers catalysts for empowering change? Computer Assisted Language Learning, 15(3), 295-315.
  • Lloyd, E. (2012). Language learners’ willingness to communicate through Livemocha.com. Social Media and Language Learning Revolution, 15(1). Retrieved from https://journals.openedition.org/alsic/2437 on 01.06.2022.
  • Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Computer Mediated Communication, 40(1/2), 127-137.
  • Markova, T, Glazkova, I., & Zaborova, E. (2017). Quality issues of online distance learning. Procedia- Social and Behavioral Sciences, 237, 685-691.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
  • Mitchell, T. J. F., Chen, S. Y., & Macredie, R. D. (2005). The relationship between web enjoyment and student perceptions and learning using a web-based tutorial. Learning, Media and Technology, 30(1), 27-40.
  • Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Instructional technology for teaching and learning. Pearson Merrill Prentice Hall.
  • Ngo, H., & Eichelberger, A. (2019). College students’ attitudes towards ICT use for English learning. International Journal of Education and Development Using Information and Communication Technology, 15(1), 231-244.
  • Pepeler, E. Özbek, R. & Adanır, Y. (2018). Uzaktan eğitim ile verilen İngilizce dersine yönelik öğrenci görüşleri: Muş Alparslan Üniversitesi Örneği. Anemon Muş Alparslan Universitesi Sosyal Bilimler Dergisi, 6(3), 421-429.
  • Saldana, J. (2009). The coding manual for qualitative researchers. Sage Publications.
  • Sampson, N. (2003). Meeting the needs of distance learners. Language Learning & Technology, 7(3), 103-118.
  • Schilosser, L., A., & Simonson, M. (2009). Distance education: Definitions and glossary of terms. Information Age Publishing (IAP) Inc.
  • Sharma, P. (2010). Blended learning. ELT Journal, 64(4), 456-458.
  • Shin, H.- J., & Son, J.-B. (2007). EFL teachers’ perceptions and perspectives on internet-assisted language teaching. CALL-EJ Online, 8(2), 1-13.
  • Şahin, M. C. (2003). Web tabanlı öğretimde etkileşimin önemi. Paper presented in Akademik Bilişim (February, 3-5, 2003, Turkey).
  • Şen Ersoy, N. (2015). Uzaktan İngilizce dersinin farklı değişkenler açısından incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(3), 95-106.
  • Şirin, R., & Tekdal, M. (2015). İngilizce dersinin uzaktan eğitimine yönelik öğrenci görüşleri. Gaziantep University Journal of Social Sciences, 14(1), 323-335.
  • Tuncer, M., Berkant, H. G., & Doğan, Y. (2015). İngilizce dersine yönelik tutum ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 260-266.
  • Tuzcu Eken, D. (2021). Evaluation of an English course in a distance education program. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 59,110-135.
  • Vinogradova, P. (2011). Digital storytelling in ESL instruction: Identity negotiation through a pedagogy of multiliteracies. [Unpublished doctoral dissertation]. University of Baltimore County.
  • Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24(1), 1-14.
  • Wong, L-H, & Looi, C-K. (2010). Vocabulary learning by mobile-assisted authentic content creation and social meaning-making: Two case studies. Journal of Computer Assisted Language Learning, 26(5), 421-433
  • Yaman, İ. (2015). Üniversitelerde zorunlu İngilizce (51) derslerinin uzaktan eğitim yoluyla verilmesinin artı ve eksileri. Turkish Studies International Periodical For The Languages, Literature and History of Turkish or Turkic, 10 (7), 967-984.
  • Yaman, İ. (2018). Türkiye’de İngilizce öğrenmek: Zorluklar ve fırsatlar. RumeliDe Dil ve Edebiyat Araştırmaları Dergisi, 11, 161-175.
  • Yang, S. C., & Chen., Y. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23, 860-897.

ÖĞRETMEN ADAYLARININ UZAKTAN EĞİTİM YOLUYLA VERİLEN YABANCI DİL OLARAK İNGİLİZCE DERSİNE İLİŞKİN GÖRÜŞLERİ

Year 2022, , 282 - 296, 30.10.2022

Fatma Şeyma Doğan , Seyit Ahmet Çapan

https://doi.org/10.29029/busbed.1165543
Cited By: 1

Abstract

Yabancı dil olarak İngilizce dersinin uzaktan ve geleneksel yüz yüze eğitim yoluyla verilmesinin artılarının ve eksilerinin farkında olunması yabancı dil öğretme ve öğrenme sürecinin verimliliğini artırmaya katkıda bulunabilir. Bu çalışmanın amacı, öğretmen adaylarının geleneksel yüz yüze eğitime kıyasla uzaktan eğitim yoluyla verilen yabancı dil olarak İngilizce derslerine ilişkin görüşlerini incelemektir. Yabancı dil olarak İngilizce derslerinin sadece uzaktan eğitimle değil, yüz yüze eğitimle de verilmesinin artılarını ve eksilerini ortaya çıkarmak ve bu sorunlara ilişkin önerilerde bulunmak amaçlanmıştır. Ayrıca, öğretmen adaylarının İngilizceyi yabancı dil olarak öğrenmeye yönelik tutumları ve İngilizceyi uzaktan eğitimle yüz yüze eğitime kıyasla öğrenmenin notlarına etkisi araştırılmaya çalışılmıştır. Mevcut çalışmada hem nitel hem de nicel araştırma yöntemleri kullanılmıştır. Araştırmanın nicel kısmına farklı branşlardan 91 öğretmen adayı, nitel kısmına ise 91 öğretmen adayının 14'ü katılmıştır. Bulgular, öğretmen adaylarının yabancı dil olarak İngilizce dersinin geleneksel yüz yüze eğitime kıyasla uzaktan eğitimle öğrenmeye ilişkin görüşlerinin güçlü ve zayıf yönleri dikkate alınarak tespit edilmesinin önemini vurgulamakta ve öğrenme sürecindeki etkililikleriyle ilgili sonuçlar sunmaktadır. Ayrıca, Türk eğitim sisteminin en önemli önceliklerden biri olarak görülen yabancı dil olarak İngilizce öğrenme sürecinin etkililiğini arttırmak için birtakım çıkarımlarda bulunulmuştur.

Keywords

Yabancı dil olarak İngilizce dersi Yüz yüze eğitim Uzaktan eğitim Güçlü yönler Sorunlar

References

  • Akça, Ö. (2006). SAÜ uzaktan eğitim öğrencilerinin iletişim engelleri ile ilgili öğrenci görüşleri. [Unpublished master’s thesis].Sakarya University.
  • Al, U., & Madran, O. (2004). Web tabanlı uzaktan eğitim sistemleri: Sahip olması gereken özellikler ve standartlar. Bilgi Dünyası, 5(2), 259-271.
  • Alagözlü, N. (2017). Türkiye’de İngilizce öğretmeni yetiştirme sorunları. Türkbilig, 34, 241-247.
  • Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. The American Journal of Distance Education, 16(2), 83-97.
  • Al-Samiri, R. A. (2021). English language teaching in Saudi Arabia in response to the COVID-19 pandemic: Challenges and positive outcomes. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges (1), 147-159.
  • Behroozian, R., & Sadeghogli, H. (2017). A study of students’ attitudes towards using technology in second language learning. Journal of Applied Linguistics and Language Research, 4(8), 201-216.
  • Campbell, A. P. (2004). Using live journal for authentic communication in EFL classes. The Internet TESL Journal. Retrieved from http://iteslj.org/Techniques/Campbell-LiveJournal/ on 01.06.2022.
  • Conole, G. (2008). Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2), 124-140.
  • Çakmak, A. Ç. (2013). Uzaktan eğitim hizmetinin öğrenciler tarafından değerlendirilmesi: Karabük Üniversitesi’nde bir uygulama. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 12(23), 263-287.
  • Dahmash, N. B. (2020). ‘I couldn’t join the session’: Benefits and Challenges of blended learning amid COVID-19 from EFL students. International Journal of English Linguistics, 10(5), 221-230.
  • Doğan, Y. (2020). Üniversite öğrencilerinin uzaktan çevrimiçi yabancı dil öğrenmeye yönelik görüşlerinin değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 18(1), 483-504.
  • Düzakın, E., & Yalçınkaya, S. (2008). Webtabanlı uzaktan eğitim sistemi ve Çukurova üniversitesi öğretim elemanlarının yatkınlıkları. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17(1), 225-244.
  • Ekmekçi, E. (2015). Distance education in foreign language teaching: Evaluations from the perspectives of freshman students. Procedia-Social and Behavioral Sciences, 176, 390-397. https://doi.org/10.1016/j.sbspro.2015.01.487
  • EPI (EF English Proficiency Index) (2020). Retrieved from https://www.ef.com/wwen/epi/downloads/ on 01.06.2022.
  • EPI (EF English Proficiency Index) (2020). Retrieved from https://www.ef.com.tr/epi/ on 01.06.2022.
  • Ertmer, P. A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
  • Eygü, H. & Karaman, S. (2013). Uzaktan eğitim öğrencilerinin memnuniyet algıları üzerine bir araştırma. Sosyal Bilimler, 3(1), 36-59.
  • Fageeh, A. I. (2011). EFL learners’ use of blogging for developing writing skills and enhancing attitudes toward English learning: An exploratory study. Journal of Language and Literature, 2(1), 31-48.
  • Fitzpatrick, B., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual charter schools and online learning during COVID-19: An imperfect comparison. The Brookings Institute. Retrieved on 06.10.2022 from https://www.brookings.edu/blog/brown-center-chalkboard/2020/06/02/virtual-charter-schools-and-online-learning-during-covid-19/.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). McGraw-Hill.
  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. Macmillian.
  • Ghazi-Saidi, L., Criffield, A., Kracl, C. L., McKelvey, M., Obasi, S. N., & Vu, P. (2020). Moving from face-to-face to remote instruction in a higher education institution during a pandemic: Multiple case studies. International Journal of Technology in Education and Science (IJTES), 4(4), 370-383.
  • Gökçe, A. T. (2008). Küreselleşme sürecinde uzaktan eğitim. D. Ü. Ziya Gökalp Eğitim Fakültesi Dergisi, 11, 1-12.
  • Gülnar, B. (2008). Bilgisayar ve internet destekli uzaktan eğitim programlarının tasarım, geliştirme ve değerlendirme aşamaları (SUZEP örneği). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,19, 259-271.
  • Gürbüz, F. (2014). Students’ views on distance learning in Turkey: An example of Anadolu University Open Education Faculty. Turkish Online Journal of Distance Education, 15(2), 239-250.
  • Hartshron, K. J., & McMurry, B. L. (2020). The effects of the COVID-19 pandemic on ESL learners and TESOL practitioners in the United States. International Journal of TESOL Studies, 2(2), 140-156.
  • Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1, 1-18.
  • IDEA. (2022). ODTÜ Sanal Kampüsü, İnternete Dayalı Eğitim-Asenkron, Accessed at https://idea.metu.edu.tr/ on 01.06.2022.
  • İşman, A. (1998). Uzaktan eğitim: Genel tanımı, Türkiye’deki gelişimi ve proje değerlendirmeleri. Değişim Yayınevi.
  • İşman, A. (2011). Uzaktan eğitim (4th ed.). Pegem Akademi.
  • Ja’ashan, M. M. N. H. (2020). The challenges and prospects of using e-learning among EFL students in Bisha University. Arab World English Journal, 11(1), 124-137.
  • Kennedy, G., Krause, K., Gray, K., Judd, T., Bennett, S., Maton, K., Dalgarno, B., & Bishop, A. (2006). Questionning the net generation: A collaborative project in Australian higher education. Proceedings of the ASCILITE conference, Sydney, December 2006.
  • Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary education. Asia-Pacific Journal of Teacher Education, 36(4), 309-322.
  • Kitchakarn, O. (2015). EFL learners’ attitudes towards using computers as a learning tool in language learning. The Turkish Online Journal of Educational Technology, 14(2), 52-58.
  • Lam, Y., & Lawrence, G. (2002). Teacher-student role redefinition during a computer-based second language project: Are computers catalysts for empowering change? Computer Assisted Language Learning, 15(3), 295-315.
  • Lloyd, E. (2012). Language learners’ willingness to communicate through Livemocha.com. Social Media and Language Learning Revolution, 15(1). Retrieved from https://journals.openedition.org/alsic/2437 on 01.06.2022.
  • Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Computer Mediated Communication, 40(1/2), 127-137.
  • Markova, T, Glazkova, I., & Zaborova, E. (2017). Quality issues of online distance learning. Procedia- Social and Behavioral Sciences, 237, 685-691.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
  • Mitchell, T. J. F., Chen, S. Y., & Macredie, R. D. (2005). The relationship between web enjoyment and student perceptions and learning using a web-based tutorial. Learning, Media and Technology, 30(1), 27-40.
  • Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Instructional technology for teaching and learning. Pearson Merrill Prentice Hall.
  • Ngo, H., & Eichelberger, A. (2019). College students’ attitudes towards ICT use for English learning. International Journal of Education and Development Using Information and Communication Technology, 15(1), 231-244.
  • Pepeler, E. Özbek, R. & Adanır, Y. (2018). Uzaktan eğitim ile verilen İngilizce dersine yönelik öğrenci görüşleri: Muş Alparslan Üniversitesi Örneği. Anemon Muş Alparslan Universitesi Sosyal Bilimler Dergisi, 6(3), 421-429.
  • Saldana, J. (2009). The coding manual for qualitative researchers. Sage Publications.
  • Sampson, N. (2003). Meeting the needs of distance learners. Language Learning & Technology, 7(3), 103-118.
  • Schilosser, L., A., & Simonson, M. (2009). Distance education: Definitions and glossary of terms. Information Age Publishing (IAP) Inc.
  • Sharma, P. (2010). Blended learning. ELT Journal, 64(4), 456-458.
  • Shin, H.- J., & Son, J.-B. (2007). EFL teachers’ perceptions and perspectives on internet-assisted language teaching. CALL-EJ Online, 8(2), 1-13.
  • Şahin, M. C. (2003). Web tabanlı öğretimde etkileşimin önemi. Paper presented in Akademik Bilişim (February, 3-5, 2003, Turkey).
  • Şen Ersoy, N. (2015). Uzaktan İngilizce dersinin farklı değişkenler açısından incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(3), 95-106.
  • Şirin, R., & Tekdal, M. (2015). İngilizce dersinin uzaktan eğitimine yönelik öğrenci görüşleri. Gaziantep University Journal of Social Sciences, 14(1), 323-335.
  • Tuncer, M., Berkant, H. G., & Doğan, Y. (2015). İngilizce dersine yönelik tutum ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 260-266.
  • Tuzcu Eken, D. (2021). Evaluation of an English course in a distance education program. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 59,110-135.
  • Vinogradova, P. (2011). Digital storytelling in ESL instruction: Identity negotiation through a pedagogy of multiliteracies. [Unpublished doctoral dissertation]. University of Baltimore County.
  • Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24(1), 1-14.
  • Wong, L-H, & Looi, C-K. (2010). Vocabulary learning by mobile-assisted authentic content creation and social meaning-making: Two case studies. Journal of Computer Assisted Language Learning, 26(5), 421-433
  • Yaman, İ. (2015). Üniversitelerde zorunlu İngilizce (51) derslerinin uzaktan eğitim yoluyla verilmesinin artı ve eksileri. Turkish Studies International Periodical For The Languages, Literature and History of Turkish or Turkic, 10 (7), 967-984.
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There are 59 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Fatma Şeyma Doğan 0000-0002-2904-802X

Seyit Ahmet Çapan 0000-0002-4302-6812

Publication Date October 30, 2022
Published in Issue Year 2022

Cite

APA Doğan, F. Ş., & Çapan, S. A. (2022). PRE-SERVICE TEACHERS’ VIEWS ABOUT ENGLISH AS A FOREIGN LANGUAGE COURSES THROUGH DISTANCE EDUCATION. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(24), 282-296. https://doi.org/10.29029/busbed.1165543

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