A Determination Regarding the Application of Station Rotation Online Teaching Model in Foreign Language Teaching
Öz
Blended learning is currently attracting the interest of many researchers and educators around the world as a new model for organizing the educational process in higher education institutions. Blended learning is understood as a phenomenon where face-to-face learning and teaching experiences are combined with online tasks and activities. This study investigates the effectiveness of online instruction station rotation model (SRM) of blended learning implemented for A2-level students learning Turkish as a foreign language (TFL). The study conducted a mixed method approach where qualitative data was quantified within the usage of ratio analysis. Data was collected from listening and reading skill activities executed by students (n=13) at the online instruction station model and MAXQDA 2020 research program was used to analise each student’s and all students’ performances. As a result it was determined that most of the students gave better answers in true/false and matching activities compared to filling the gap activity. Besides there were found more spelling mistakes in dictation and during expression students apparently have thought in their mother tongue. According to the challenges which students faced during the implementation, this study ends with some implications for future researches to overcome issues of the online instruction model.
Anahtar Kelimeler
Blended learning station rotation model online instruction listening and reading skills teaching Turkish as a foreign language
Kaynakça
- Adistana, G. A. ve Dwiyogo, W. D. (2016). The Influence of Blended Learning Station-Rotation and Cognitive Style towards Intellectual Skill in Management Construction. International Journal of Management and Administrative Sciences (IJMAS), 3(5), 1-7.
- Allen, I. E., & Seaman, J. (2016). Online Report Card: Tracking Online Education in The United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.
- Atilla, J. (2001). Ural Dilleri Konuşanların Türkçe Öğrenmede Karşılaştıkları Sorunlar. [Problems Encountered by Speakers of Uralic Languages in Learning Turkish] Milli Eğitim Bakanlığı, Avrupa Konseyi 2001 Avrupa Dilleri Yılı: Avrupa’da Yabancı Dil Olarak Türkçe Öğretimi Sempozyum Bildirileri.
- Aydin, D. A. (2023). A Rapid Switch from Conventional Classroom Teaching to ERT: A Study on University-Level EFL Students’ Self-Efficacy and Motivational Levels in Turkiye Amidst Devastating Earthquakes. ELT Research Journal, 12(1), 95-120.
- Buran, A. ve Alkaya, E. (2013). Çağdaş Türk Lehçeleri. [Contemporary Turkish Dialects] Ankara: Akçağ Publishers.
- Cho, H. (2021). An Analysis of Listening Errors By Korean EFL Learners From Self-Paced Passage Dictation. Phonetics and Speech Sciences, 13(1), 17-24.
- Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids. Clayton Christensen Institute for Disruptive Innovation.
- Coombe, C. A., Folse, K. S., & Hubley, N. J. (2007). A Practical Guide to Assessing English Language Learners. University of Michigan Press.
- Çağlar, A. (2018). Türk Üniversitelerinde Öğrenim Gören Türk Cumhuriyetleri ve Akraba Toplulukları Öğrencilerinin Sorunları. [Problems of Students of Turkic Republics and Related Communities Studying at Turkish Universities] Amme İdaresi Journal, 32(4), 132-169.
- Ebel, R. L., & Frisbie, D. A. (1991). Essentials of Educational Measurement. Prentice-Hall of India.
- Erdem, İ. (2009). Yabancılara Türkçe Öğretimiyle İlgili Bir Kaynakça Denemesi. [Bibliography Essay on Teaching Turkish to Foreigners] Turkish Studies, 4(3), 888-937.
- Gonzalez, R., Sørum, H., & Raaen, K. (2022). Emergency Digital Teaching During The COVID-19 Lockdown: Students’ Perspectives. Education Sciences, 12(3), 152.
- Javid, L. (2014). The Comparison between Multiple-Choice (MC) and Multiple True-False (MTF) Test Formats in Iranian Intermediate EFL Learners’ Vocabulary Learning. Procedia-Social and Behavioral Sciences, 98, 784-788.
- Kubiszyn, T., & Borich, G. D. (2016). Educational Testing and Measurement. John Wiley & Sons.
- Li, L. (2020). Exploring the Effectiveness of a Reading-Dictation Task in Promoting Chinese Learning as a Second Language. Higher Education Studies, 10(1), 100-108.
- Lim, S. (2015). A Blended Learning Case Study: The Application of Station Rotation Model in ELT Listening and Speaking Class at Phayao Pittayakhom School. In International Conference on Language, Literature, Culture and Education.
- Lorenzutti, N. (2014). Beyond the Gap Fill: Dynamic Activities for Song in the EFL Classroom. In English Teaching Forum (Vol. 52, No. 1, pp. 14-21). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
- MacKinnon, G., & MacLean, T. (2023). Emergency Remote Teaching: The Challenges Associated with a Context of Second Language Instruction. Canadian Journal of Learning and Technology, 49(1), 1-23.
- Masofa, I., Sumarsono, I., & Fanani, A. (2023). Hybrid Learning In Selected Junior High School: is it a Solution For EFL Learning Loss?. Lingua Scientia, 30(1), 44-53.
- McCollum, T. (2019). A Comparison of a Station Rotation Blended Learning Classroom to a Traditional Classroom Using NWEA MAP [PhD thesis]. McKendree University.
- Miller, M. D., Linn, R. L., & Gronlund, N. E. (2013). Measurement and Assessment in Teaching 10th Ed. NY: Pearson. Nagy, A. H. ve Mohammed, N. (2018). The Effect of Using the Station Rotation Model on Preparatory Students’ Writing Performance. Online Submission.
- Nisa, I. (2018). The Effectıveness of Usıng Statıon Rotatıon Model to Improve Students’ Readıng Skıll in Recount Text (A Quasi Experimental Research at the Tenth Grade Students of MA NU Mu’allimat Kudus). Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris, 5(1), 6.
- Nor, H. (2014). The Techniques in Teaching Listening Skill. Journal on English as a Foreign Language, 4(1), 41-51. Okur, A., Güleç, İ., & İnce, B. (2016). Yabancılara Türkçe Öğretimi Üzerine Araştırmalar. Sakarya TÖMER.
- Pimpiban, S. (2016). Effects of Using Station Rotation Model in Blended Learning on English Speaking Ability of Thai EFL Primary School Students (PhD thesis). Chulalongkorn University.
- Skolastika, I. M. P. (2020). Boosting Students’ Participation Through the Implementation of Virtual Station Rotation Model. ELLITE: Journal of English Language, Literature, and Teaching, 5(2), 51-58.
- Smith, S., Avinesh, P. V. S., & Kilgarriff, A. (2010). Gap-fill Tests for Language Learners: Corpus-Driven Item Generation. In Proceedings of ICON-2010: 8th International Conference on Natural Language Processing (pp. 1-6). India: Macmillan Publishers.
- Soral, G. (2009). Anadilden Yabancı Dile Sözcüksel Aktarım. [Lexical Transfer from Mother Tongue to Foreign Language.] (Master’s Dissertation). Ankara: Social Sciences Institute of Ankara University
- Staker, H., & Horn, M. B. (2013). Blended Learning in the K–12 Education Sector. In Blended Learning (pp. 309-325). Routledge.
- Sulistyorini, S. (2018, April) Infusing Active Learning Strategies into Station Rotation Model in English Classroom. The 10th International Conference on Language, Education and Innovation. Kuala Lampur/Malaysia
- Syakur, A. (2020). Improving the Eighth Grade Students’ Listening Comprehension Achievement by Using Dictation Techniques. Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial, 7(3), 205-216.
- Truitt, A. A. (2016). A Case Study of the Station Rotation Blended Learning Model in a Third Grade Classroom. (PhD thesis). Northern Colorado University.
- Yarkoni, T., Balota, D., & Yap, M. (2008). Moving Beyond Coltheart’s N: A New Measure of Orthographic Similarity. Psychonomic bulletin & review, 15(5), 971-979.
- Zakaria, S., Othman, N. M. Z., Abdullah, Z., Mohammed, H. ve Aris, B. The Integration of Higher Order Thinking Skıll in Onlıne Collaborative Environment Using Station Rotation Model. 1st International Education Postgraduate Seminar (IEPS2014). Johor Bahru/Malaysia.
Öz
Harmanlanmış öğrenme, yükseköğretim kurumlarında eğitim sürecini düzenlemek için bir model olarak dünya çapında birçok araştırmacı ve eğitimcinin ilgisini çekmektedir. Harmanlanmış öğrenme, yüz yüze öğrenme ve öğretme deneyimlerinin çevrimiçi görevler ve faaliyetlerle birleştirildiği bir olgu olarak anlaşılmaktadır. Bu çalışma, yabancı dil olarak Türkçe (TFL) öğrenen A2 düzeyindeki öğrenciler için uygulanan harmanlanmış öğrenmede istasyon rotasyon modelinin (SRM) çevrimiçi öğretimde etkililiğini araştırmaktadır. Karma yaklaşımın kullanıldığı çalışmada nitel yapıda elde edilen verilerin oran analizi yapılmış ve bu analiz sayılarla somutlaştırılmıştır. Veriler, çevrimiçi öğretim istasyonu modelinde öğrenciler (n=13) tarafından yürütülen dinleme ve okuma becerisi etkinliklerinden toplanmış ve her öğrencinin ve tüm öğrencilerin performansını analiz etmek için MAXQDA 2020 araştırma programı kullanılmıştır. Sonuç olarak öğrencilerin çoğunun doğru/yanlış ve eşleştirme etkinliklerinde boşluk doldurma etkinliğine göre daha iyi yanıtlar verdikleri belirlenmiştir. Ayrıca öğrencilerin dikte ve anlatım sırasında ana dillerinden hareketle daha fazla yazım hatası yaptıkları tespit edilmiştir. Öğrencilerin uygulama sırasında karşılaştıkları zorluklarla birlikte bu çalışmada, çevrimiçi öğretim modelinde karşılaşabilecek sorunlara dikkat çekilmiştir.
Anahtar Kelimeler
Harmanlanmış öğrenme istasyon rotasyon modeli çevrimiçi talimat dinleme ve okuma becerileri Türkçenin yabancı dil olarak öğretilmesi
Kaynakça
- Adistana, G. A. ve Dwiyogo, W. D. (2016). The Influence of Blended Learning Station-Rotation and Cognitive Style towards Intellectual Skill in Management Construction. International Journal of Management and Administrative Sciences (IJMAS), 3(5), 1-7.
- Allen, I. E., & Seaman, J. (2016). Online Report Card: Tracking Online Education in The United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.
- Atilla, J. (2001). Ural Dilleri Konuşanların Türkçe Öğrenmede Karşılaştıkları Sorunlar. [Problems Encountered by Speakers of Uralic Languages in Learning Turkish] Milli Eğitim Bakanlığı, Avrupa Konseyi 2001 Avrupa Dilleri Yılı: Avrupa’da Yabancı Dil Olarak Türkçe Öğretimi Sempozyum Bildirileri.
- Aydin, D. A. (2023). A Rapid Switch from Conventional Classroom Teaching to ERT: A Study on University-Level EFL Students’ Self-Efficacy and Motivational Levels in Turkiye Amidst Devastating Earthquakes. ELT Research Journal, 12(1), 95-120.
- Buran, A. ve Alkaya, E. (2013). Çağdaş Türk Lehçeleri. [Contemporary Turkish Dialects] Ankara: Akçağ Publishers.
- Cho, H. (2021). An Analysis of Listening Errors By Korean EFL Learners From Self-Paced Passage Dictation. Phonetics and Speech Sciences, 13(1), 17-24.
- Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids. Clayton Christensen Institute for Disruptive Innovation.
- Coombe, C. A., Folse, K. S., & Hubley, N. J. (2007). A Practical Guide to Assessing English Language Learners. University of Michigan Press.
- Çağlar, A. (2018). Türk Üniversitelerinde Öğrenim Gören Türk Cumhuriyetleri ve Akraba Toplulukları Öğrencilerinin Sorunları. [Problems of Students of Turkic Republics and Related Communities Studying at Turkish Universities] Amme İdaresi Journal, 32(4), 132-169.
- Ebel, R. L., & Frisbie, D. A. (1991). Essentials of Educational Measurement. Prentice-Hall of India.
- Erdem, İ. (2009). Yabancılara Türkçe Öğretimiyle İlgili Bir Kaynakça Denemesi. [Bibliography Essay on Teaching Turkish to Foreigners] Turkish Studies, 4(3), 888-937.
- Gonzalez, R., Sørum, H., & Raaen, K. (2022). Emergency Digital Teaching During The COVID-19 Lockdown: Students’ Perspectives. Education Sciences, 12(3), 152.
- Javid, L. (2014). The Comparison between Multiple-Choice (MC) and Multiple True-False (MTF) Test Formats in Iranian Intermediate EFL Learners’ Vocabulary Learning. Procedia-Social and Behavioral Sciences, 98, 784-788.
- Kubiszyn, T., & Borich, G. D. (2016). Educational Testing and Measurement. John Wiley & Sons.
- Li, L. (2020). Exploring the Effectiveness of a Reading-Dictation Task in Promoting Chinese Learning as a Second Language. Higher Education Studies, 10(1), 100-108.
- Lim, S. (2015). A Blended Learning Case Study: The Application of Station Rotation Model in ELT Listening and Speaking Class at Phayao Pittayakhom School. In International Conference on Language, Literature, Culture and Education.
- Lorenzutti, N. (2014). Beyond the Gap Fill: Dynamic Activities for Song in the EFL Classroom. In English Teaching Forum (Vol. 52, No. 1, pp. 14-21). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
- MacKinnon, G., & MacLean, T. (2023). Emergency Remote Teaching: The Challenges Associated with a Context of Second Language Instruction. Canadian Journal of Learning and Technology, 49(1), 1-23.
- Masofa, I., Sumarsono, I., & Fanani, A. (2023). Hybrid Learning In Selected Junior High School: is it a Solution For EFL Learning Loss?. Lingua Scientia, 30(1), 44-53.
- McCollum, T. (2019). A Comparison of a Station Rotation Blended Learning Classroom to a Traditional Classroom Using NWEA MAP [PhD thesis]. McKendree University.
- Miller, M. D., Linn, R. L., & Gronlund, N. E. (2013). Measurement and Assessment in Teaching 10th Ed. NY: Pearson. Nagy, A. H. ve Mohammed, N. (2018). The Effect of Using the Station Rotation Model on Preparatory Students’ Writing Performance. Online Submission.
- Nisa, I. (2018). The Effectıveness of Usıng Statıon Rotatıon Model to Improve Students’ Readıng Skıll in Recount Text (A Quasi Experimental Research at the Tenth Grade Students of MA NU Mu’allimat Kudus). Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris, 5(1), 6.
- Nor, H. (2014). The Techniques in Teaching Listening Skill. Journal on English as a Foreign Language, 4(1), 41-51. Okur, A., Güleç, İ., & İnce, B. (2016). Yabancılara Türkçe Öğretimi Üzerine Araştırmalar. Sakarya TÖMER.
- Pimpiban, S. (2016). Effects of Using Station Rotation Model in Blended Learning on English Speaking Ability of Thai EFL Primary School Students (PhD thesis). Chulalongkorn University.
- Skolastika, I. M. P. (2020). Boosting Students’ Participation Through the Implementation of Virtual Station Rotation Model. ELLITE: Journal of English Language, Literature, and Teaching, 5(2), 51-58.
- Smith, S., Avinesh, P. V. S., & Kilgarriff, A. (2010). Gap-fill Tests for Language Learners: Corpus-Driven Item Generation. In Proceedings of ICON-2010: 8th International Conference on Natural Language Processing (pp. 1-6). India: Macmillan Publishers.
- Soral, G. (2009). Anadilden Yabancı Dile Sözcüksel Aktarım. [Lexical Transfer from Mother Tongue to Foreign Language.] (Master’s Dissertation). Ankara: Social Sciences Institute of Ankara University
- Staker, H., & Horn, M. B. (2013). Blended Learning in the K–12 Education Sector. In Blended Learning (pp. 309-325). Routledge.
- Sulistyorini, S. (2018, April) Infusing Active Learning Strategies into Station Rotation Model in English Classroom. The 10th International Conference on Language, Education and Innovation. Kuala Lampur/Malaysia
- Syakur, A. (2020). Improving the Eighth Grade Students’ Listening Comprehension Achievement by Using Dictation Techniques. Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial, 7(3), 205-216.
- Truitt, A. A. (2016). A Case Study of the Station Rotation Blended Learning Model in a Third Grade Classroom. (PhD thesis). Northern Colorado University.
- Yarkoni, T., Balota, D., & Yap, M. (2008). Moving Beyond Coltheart’s N: A New Measure of Orthographic Similarity. Psychonomic bulletin & review, 15(5), 971-979.
- Zakaria, S., Othman, N. M. Z., Abdullah, Z., Mohammed, H. ve Aris, B. The Integration of Higher Order Thinking Skıll in Onlıne Collaborative Environment Using Station Rotation Model. 1st International Education Postgraduate Seminar (IEPS2014). Johor Bahru/Malaysia.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Türkçe ve Sosyal Bilimler Eğitimi (Diğer), Alan Eğitimleri (Diğer) |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2023 |
| Gönderilme Tarihi | 7 Kasım 2023 |
| Kabul Tarihi | 7 Aralık 2023 |
| Yayımlandığı Sayı | Yıl 2023 Sayı: 13 |
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