Students' perceptions towards NESTs and NNESTs teachers in online education
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İngilizcenin dünyanın birçok ülkesinde yabancı dil olarak öğretilmesinin birçok nedeni vardır. Bunun en önemli nedeni, İngilizcenin bilimsel, ekonomik, siyasi ve askeri gelişmelere erişim için vazgeçilmez bir dil olarak görülmesidir. Bu nedenle İngilizce eğitimi dünyanın birçok ülkesinde ilkokuldan üniversite düzeyine kadar müfredatta yer almaktadır. Dil öğrenimine yönelik birçok yaklaşım ve teknik vardır; bu yaklaşımlar yüz yüze eğitimle sınırlı kalmayıp, çevrimiçi eğitim de dil öğrenenlere fırsatlar sunmaktadır. Bu nedenle, İngilizce eğitimi sınıf öğretimi ile sınırlı değildir; teknolojik ilerleme sayesinde çevrimiçi bağlamda çeşitli yollar ve metodolojiler kullanılarak öğretilebilir. Unutulmamalıdır ki öğretmenlerin rolü sınıf içi eğitimle sınırlı değildir, çevrimiçi eğitimde de önemlidir. Bu nedenle, öğretmenlerin öğrencilerinin çevrimiçi ortamda da İngilizce öğrenme kapasiteleri üzerinde muazzam bir etkisi vardır. Dünyanın çoğunluğunda, anadili İngilizce olmayan öğretmenler (NNEST'ler) İngilizce öğretirken, anadili İngilizce olan öğretmenler (NEST'ler) dünyanın diğer bölgelerinde İngilizce öğretir. Bu çalışmanın amacı, öğrencilerin çevrimiçi eğitimde NEST'lere ve NNEST'lere ilişkin algılarını daha iyi anlamaktır. Bu amaca ulaşmak için anket ve içerik analizi yapılmıştır. Anket verileri SPSS yazılım programı kullanılarak analiz edildi ve içerik analizi sonuçları ayrıca kategoriler, kodlar ve temalar halinde sınıflandırıldı. Araştırma sonunda öğrencilerin farklı dil öğrenme ihtiyaçları ve geçmişleri nedeniyle hem NEST'leri hem de NNEST'leri tercih ettikleri belirlendi. Anahtar Kelimeler: Anadili İngilizce Konuşan Öğretmenler (NESTs), Anadili İngilizce Olmayan Öğretmenler (NNESTs), Online Eğitim.
There are many reasons why the English language is taught as a foreign language in many countries around the world. The most important reason is that English is considered an essential language for access to scientific, economic, political, and military developments. For this reason, English education is included in the curriculum from primary school to university level in many countries around the world. There are many approaches and techniques to language learning; these approaches are not limited to face-to-face education but also online education provides opportunities for language learners. Thus, English education is not restricted to classroom instruction; it can be taught using a variety of ways and methodologies in an online context, owing to technological advancement. It is vital to note that the role of teachers is not limited to in-class education, but is also significant in online education. For this reason, teachers have a tremendous effect on their students' capacity for learning English in an online setting as well. In the majority of the globe, non-native English speaker teachers (NNESTs) teach English, whilst native English speaker teachers (NESTs) teach English in other areas of the world. The goal of this study is to gain a better understanding of students' perceptions of NESTs and NNESTs in online education. A survey and content analysis were carried out in order to achieve this goal. The survey data was analyzed using the SPSS software program, and the content analysis results were further classified into categories, codes, and themes. At the end of the research, it was determined that students favored both NESTs and NNESTs for their different language learning needs and backgrounds. Keywords: Native English Speaking Teachers (NESTs), Non-native English Speaking Teachers (NNESTs), Online Education.
There are many reasons why the English language is taught as a foreign language in many countries around the world. The most important reason is that English is considered an essential language for access to scientific, economic, political, and military developments. For this reason, English education is included in the curriculum from primary school to university level in many countries around the world. There are many approaches and techniques to language learning; these approaches are not limited to face-to-face education but also online education provides opportunities for language learners. Thus, English education is not restricted to classroom instruction; it can be taught using a variety of ways and methodologies in an online context, owing to technological advancement. It is vital to note that the role of teachers is not limited to in-class education, but is also significant in online education. For this reason, teachers have a tremendous effect on their students' capacity for learning English in an online setting as well. In the majority of the globe, non-native English speaker teachers (NNESTs) teach English, whilst native English speaker teachers (NESTs) teach English in other areas of the world. The goal of this study is to gain a better understanding of students' perceptions of NESTs and NNESTs in online education. A survey and content analysis were carried out in order to achieve this goal. The survey data was analyzed using the SPSS software program, and the content analysis results were further classified into categories, codes, and themes. At the end of the research, it was determined that students favored both NESTs and NNESTs for their different language learning needs and backgrounds. Keywords: Native English Speaking Teachers (NESTs), Non-native English Speaking Teachers (NNESTs), Online Education.
Açıklama
Sosyal Bilimler Enstitüsü, İngiliz Dili Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
