Understanding the status and management of foreign language anxiety in a remote presessional EFL programme in Turkey
Başlık çevirisi mevcut değil.
- Tez No: 795116
- Danışmanlar: DR. OKSANA AFİTSKA
- Tez Türü: Yüksek Lisans
- Konular: Dilbilim, İngiliz Dili ve Edebiyatı, Linguistics, English Language and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2022
- Dil: İngilizce
- Üniversite: Lancaster University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 150
Özet
Özet yok.
Özet (Çeviri)
With the outbreak of the global pandemic, many institutions have swiftly transitioned into crisis-prompted remote education without the volition of learners and teachers. Given that remote learning might now be education's new normal, a need to revisit the nature of the multi-faceted construct of foreign language anxiety has emerged. Foreign language anxiety (FLA) is one of the affective factors that have received attention from SLA researchers. Naturally, as mainstream language education has been delivered face-to-face for decades, the majority of FLA research is based on traditional classrooms. Therefore, researchers and language teachers may benefit from gaining more insights into the nature and status of language learning anxiety in remote language classrooms, especially the ones where learners had no agency over their choice, in order to help learners who are struggling with learning a foreign language in an unprecedented learning environment. With the purpose of aiding anxious language learners in remote language classrooms, this study explored the essence, effects and manifestations of FLA as perceived by teachers and learners of a pre-sessional remote English programme at a university in Turkey. Multiple methods of data collection were used to identify the gap between learners needs and practices of teachers. The results revealed most of the factors that induce anxiety in traditional classroom are also influential in remote classrooms. Isolation and lack of real human contact were found to be additional variables that are specific to remote learning. Despite the challenges of recognizing FLA in a remote learning environment, teachers revealed high awareness of learners' vulnerability in this context. Learners and teachers both agreed that creating a positive learning environment is the ultimate solution for reducing anxiety. Based on the results of this study, several implications and interventions for language teachers to achieve a less stressful remote classrooms for learners are suggested
Benzer Tezler
- Ticari banka yönetimi ve Türk ticari bankalarının temel yönetim sorunları
The management of the commercial bank and the basic problems of the Turkish comercial bank
AYŞE ÇİĞDEM ÖNAL
- Sultan II. Abdülhamid döneminde Sicill-i Ahval kayıtlarına göre Burdurlu kamu görevlileri ve faaliyetleri (1879-1909)
Burdurlu public officials and activities according to the Sicill-i Ahval records during the reign of Sultan Abdulhamid II (1879-1909)
ELİF YASEMİN YILMAZ
- Öğretmen algılarına göre ortaöğretim kurumlarında görev yapan okul yöneticilerinin öğretim liderliği davranışları: Manisa Salihli örneği
Teacher perception based education leadership behaviours of secondary school principals: Example of Mani̇sa, Sali̇hli̇
YAHYA KARAKEÇİLİ
Yüksek Lisans
Türkçe
2014
Eğitim ve Öğretimİzmir Üniversitesiİşletme Yönetimi Ana Bilim Dalı
YRD. DOÇ. DR. ŞÜKRÜ MERT KARCI
- Ana okul ve ilkokul düzeyinde yabancı dil eğitimi üzerine sosyolojik bir araştırma: Kaşgar örneği
A sociological research on foreign language education at kindergarten and primary school: Kashgar case study
HUERXIDA ABUDUREYIMU HUERXIDA ABUDUREYIMU
- Güneydoğu Anadolu bölgesinde faaliyet gösteren tarım danışmanlarının iş memnuniyetlerinin tarımsal yayım açısından değerlendirilmesi
Evaluation job satisfaction of agricultural advisors working in Southeastern Anatolia region in terms of agricultural extension
CEVAHİR KAYNAKÇI