Distanced Language Education during the Pandemic from the Perspectives of Foreign Language Instructors

Autor/inn/en	Üstün, Bilal; Deregözü, Aysel
Titel	Distanced Language Education during the Pandemic from the Perspectives of Foreign Language Instructors
Quelle	In: Advances in Language and Literary Studies, 12 (2021) 5, S.30-35 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Distance Education; Pandemics; Language Teachers; Teacher Attitudes; Second Language Learning; Second Language Instruction; State Universities; Teaching Methods; Computer Software; Educational Change; Learning Processes; Technological Literacy; Teacher Student Relationship; Barriers; Educational Benefits; Time Management; Foreign Countries; College Preparation; Turkey + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Staatliche Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Learning process; Lernprozess; Technisches Wissen; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsertrag; Zeitmanagement; Ausland; Türkei
Abstract	This study aims to examine the opinions of foreign language instructors who teach at preparatory classes through distance education during the pandemic. Based on this objective, five instructors working at a School of Foreign Languages at a state university in Turkey were interviewed and their opinions regarding the positive and negative aspects of distance language teaching were revealed. Moreover, the problems they faced, materials they used, and their willingness to teach through distance education after the pandemic were questioned. Qualitative research method was used in the study. The interviews were decoded and themes were determined. The themes and codes were organized and interpreted using the ATLAS.ti qualitative data analysis programme. The findings revealed four main categories: learning, student, teaching, and assessment and evaluation. Giving education without time and space restrictions, encouraging individual learning, fostering digital learning, and being economical were some of the positive aspects. As for negative aspects, it could be stressed that the instructors were not able to interact with the students adequately and, particularly, they were unable to teach and support the students' speaking and writing skills at the desired level. From the findings, the use of distance education partially after the pandemic can be suggested as it offers various advantages of time, place, and economy to learners and teachers in education. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01