Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

Abstract

Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.

Üniversite Öğrencilerinin Uzaktan Çevrim-içi Yabancı Dil Öğrenmeye yönelik Görüşlerinin Değerlendirilmesi

“…The findings show that the majority of the students held negative opinions on learning foreign languages in online environments. This finding of the study is compatible with the results of some studies (Aras, 2019; Gürleyik & Akdemir, 2018;Hakkari, 2018;İstifci, 2017;Şahinkayası et al, 2017;Şen-Ersoy, 2015). However, there are studies reporting positive views and attitudes in this sense (Orhan, 2016;Yavuz, 2016;Aydın, 2015;Şirin, 2015;Göçmez, 2014;Cinkara & Bagceci, 2013).…”

“…Yavuz (2016) and Göçmez (2014) also state in their studies that female students have more positive attitudes in this sense. Gürleyik and Akdemir (2018) report that female students think that online environments increase their self-confidence for foreign language learning. However, in some studies no statistical significance in terms of gender is determined in this respect (Gürleyik & Akdemir, 2018;İstifci, 2017;Orhan, 2016;Şirin, 2015;Cinkara & Bagceci, 2013).…”

“…Gürleyik and Akdemir (2018) report that female students think that online environments increase their self-confidence for foreign language learning. However, in some studies no statistical significance in terms of gender is determined in this respect (Gürleyik & Akdemir, 2018;İstifci, 2017;Orhan, 2016;Şirin, 2015;Cinkara & Bagceci, 2013). As a conclusion, it is thought that it will be possible for online learning environments to be preferred more and for students to be motivated more in these learning environments if some amendments could be done.…”

“…Katılımcıların çevrimiçi ortamda İngilizce dersi almaya yönelik görüşleri, 12 maddelik bir ölçekle alınmış, ilgili görüşlere yönelik ortalama ve standart sapmalar Tablo 2'de verilmiştir. Gürleyik ve Akdemir, 2018;Hakkari, 2018;İstifci, 2017;Şahinkayası, Şahinkayası, ve Tat, 2017;Şen-Ersoy, 2015). Ancak bazı araştırmalarda olumlu görüş ve tutumlar rapor edilmiştir (Aydın, 2015;Cinkara ve Bagceci, 2013;Göçmez, 2014;Orhan, 2016;Şirin, 2015;Yavuz, 2016 Çevrimiçi öğrenme ortamlarının tercih edilme sebeplerinden biri de kuşkusuz öğrenen özerkliği sunmalarıdır (Barnard ve arkadaşları, 2009).…”

“…yaptıkları çalışmalarda kızların daha olumlu tutumlara sahip olduklarını belirlemişlerdir. Bu anlamda,Gürleyik ve Akdemir (2018) çevrimiçi ortamların kız öğrencilerin yabancı dil öğrenmeye yönelik özgüvenlerini artırdığını düşündüklerini belirtmiştir. Diğer yandan bazı araştırmalarda uzaktan öğretim yabancı dil dersine yönelik cinsiyete göre anlamlı bir görüş farkı olmadığı rapor edilmiştir(Cinkara ve Bagceci, 2013;Gürleyik ve Akdemir, 2018;İstifci, 2017;Orhan, 2016;Şirin, 2015).…”