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: İngiliz Dili ve Edebiyatı, Dilbilim, English Language and Literature, Linguistics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2022
- Dil: İngilizce
- Üniversite: Lancaster Unıversıty
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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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
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