Research Article
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English Language MOOC to Improve Speaking Skills: A Strategic Partnership Project in the Field of Adult Education-A Proposal

Year 2024, Volume: 13 Issue: 2, 332 - 339, 16.04.2024

Abstract

Kitlesel Çevrimiçi Açık Kursların (KAÇD'ler) ortaya çıkışı, dil öğrenme olasılıklarında yepyeni bir dünyanın kapılarını açtı. Normal sınıfların dışındaki bireyler için dil eğitimine ulaşma şansını artırmaya yardımcı olur. Dil KAÇD'leri (D-KAÇD 'ler), dil öğrenmeye ilgi duyan ve çeşitli geçmişlerden gelen kişiler için ücretsiz ve erişilebilir içerik sağlamak amacıyla oluşturulmuş çevrimiçi kurslardır. Etkileşimi geliştirme potansiyeline rağmen, D-KAÇD 'lerin çoğunun bireylerin İngilizce iletişim becerilerine odaklanarak tasarlanmadığı görülmektedir. Bu nedenle, mevcut proje Yabancı/İkinci Dil Olarak İngilizce öğretimi bağlamlarında A2/B1 öğrencileri için İngilizce konuşmaya yönelik bir KAÇD sunmuştur. Konuşma derslerinin içeriği, mevcut Yabancı dil öğretimi araştırmasının fikirlerini (örneğin, bilgi işleme, fark etme hipotezi, beceri öğrenme teorisi, uygun işlemeyi aktarma) etkileşimci bir bakış açısıyla yansıtan bir konuşma öğretimi çerçevesine dayanıyordu. Bu çerçevede dersler, kazanımların belirlenmesi, hedef konuşma işlev(ler)i hakkında farkındalık yaratılması, belirlenen işlev/işlevlerin çeşitli etkinlik ve görevlerle sahiplenilmesi ve dilin özerk kullanımına olanak sağlanması olmak üzere dört aşamada şekillenmiştir. Tasarlanan etkinlikler ve materyaller, öğrencilerin hedef dilde iletişim kurmasına rehberlik etmek için günlük durumları ve etkileşimli bağlamları yansıtan görevler üzerine inşa edilmiştir. Gerçek yaşam bağlamlarına benzer durumlar, öğrencilerin bu durumlarda kullandıkları bilgi ve ifadeleri dış dünyadaki gerçek konuşma bağlamlarına aktarmalarına da yardımcı olmuştur. Burada açıklanan önerilen KAÇD 'nin tasarımı ve içeriği, dil eğitimcilerine, uygulayıcılara ve kurs tasarımcılarına, İngilizceyi yabancı dil olarak öğreticilerin bağlamlarında konuşma becerilerini geliştirmek için teknolojiyi D-KAÇD 'ler aracılığıyla sınıflara entegre etme konusunda yardımcı olabilir. KAÇD'lerin dil öğretimindeki rolüne ışık tutmak için çeşitli çıkarımlar yapılmıştır.

Project Number

TR01-KA204-074155 nolu proje

References

  • Aaron E. Maxwell, Timothy A. Warner & Fang Fang (2018) Implementation of machine-learning classification in remote sensing: an applied review. International Journal of Remote Sensing. 39(9). 2784-2817, DOI: 10.1080/01431161.2018.1433343
  • Barcena, E. & Martin Monje, E. (2015). Introduction: Language MOOCs: An emerging field. Open. Berlin
  • Beirne, E., Mhichil, M. N. G., & Cleircin, G. O. (2017). LMOOCs, classifying design: Survey findings from LMOOC providers. Paper presented at the CALL in a climate of change: Adapting to turbulent global conditions – Short Papers from EUROCALL 2017.
  • Chacón-Beltrán, R. (2018) Vocabulary learning strategies outside the classroom context: what adults learn in a technology-based learner-centred environment, The Language Learning Journal. 46(5). 583-593, DOI: 10.1080/09571736.2018.1503135
  • Cimermanová, I. (2018). The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching. International Journal of Instruction, 11(3), 219-232. https://doi.org/10.12973/iji.2018.11316a
  • Comer, D. (2013). MOOCs offer students opportunity to grow as writers. iiis.org.
  • Comer, D., Clark, C. & Canelas, D. (2014). Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs. International Review of Research in Open and Distributed Learning, 15(5), 26–82. https://doi.org/10.19173/irrodl.v15i5.1850
  • Dörnyei, Z. (1990). Conceptualizing Motivation in Foreign-Language Learning. A Journal of research in Language Education, 40 (1), 45-78.
  • Ellis, R. (1986). Understanding Second Language Acquisition. Oxford University Press.
  • European Commission (2019). Council recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32019H0605(02)&from=EN
  • Godwin-Jones, R. (2014). Global reach and local practice: The promise of MOOCs. Language Learning & Technology, 18(3), 5–15.
  • Graddol, D. (1997). The future of English. London: British Council.
  • Grechushkina, V. N. (2018). Online Course: Definition and Classification. Higher Education in Russia. 27 (6). 125-134.
  • Hew, F. H., Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review. 12, 45-58, https://doi.org/10.1016/j.edurev.2014.05.001.
  • Hsu, R.L.-W. (2021). A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints. Sustainability. 13, 45-58. https://doi.org/10.3390/su 13052577
  • Hu, H. (2013). Diverse Issues in Higher Education. Fairfax. 30 (4), 10-11.
  • Hung, H. T., Yang,J. C., Hwang, G. J., Chu, H. C., Wang, C. C., (2018). A scoping review of research on digital game-based language learning. Computers & Education. 126, 89-104, https://doi.org/10.1016/j.compedu.2018.07.001.
  • Ibáñez Moreno, A., & Traxler, J. (2016). MALL-based MOOCs for language teachers: challenges and opportunities.
  • Kasch, Van Rosmalen, and Kalz (2017). Journal of Universal Computer Science, 23, (9), 845-867
  • Khalitova, L., G. Gimaletdinova, G. (2016) mobile technologies in teaching english as a foreign language in higher education: a case study of using mobile application instagram. iceri2016 proceedings, pp. 6155-6161.
  • Knowles, M. S. (1978). Andragogy: Adult Learning Theory in Perspective. Community College Review, 5(3), 9–20. https://doi.org/10.1177/009155217800500302
  • Kwak, S. (2017). Approaches Reflected in Academic Writing MOOCs. The International Review of Research in Open and Distributed Learning, 18(3). https://doi.org/10.19173/irrodl.v18i3.2845
  • Martin-Monje, E., Barcena, E., & Ventura, P. (2013). Peer-to-peer interaction in professional English MOOCs: A
  • proposal for effective feedback. Conference Proceedings of The European Conference on Language Learning 2013.
  • Martín-Monje, E., Castrillo, M. D. Mañana-Rodríguez, J. (2018) Understanding online interaction in language MOOCs through learning analytics. Computer Assisted Language Learning. (31) 3, 251-272, DOI: 10.1080/09588221.2017.1378237
  • Mohamed & Hammond, (2018) MOOCs: a differentiation by pedagogy, content and assessment. International Journal of Information and Learning Technology. 35 (1). 2-11. https://doi.org/10.1108/IJILT-07-2017-0062
  • Oxford, R. (1994). Language Learning Strategies: An Update. ERIC Digest. Ofice of Educational Research and Improvement.
  • Paulsen, M. K. (2002). Online Education systems: discussion and definition of terms. Distance Education.
  • Sari, P. (2018). Using Vlog in the Youtube Channel as a Means to Improve Students’ Motivation and Confidence to Speak English in Intermediate 1 Level of LB-LIA Jambi. International Journal of Language Teaching and Education, 1(1), 38-44. https://doi.org/10.22437/ijolte.v1i1.4596
  • Thornbury, S. (2005). How to teach speaking. Longman
  • Werl, V. (2019). Business MOOCs in higher education: implications for the SOWI faculty of the University of Graz. PhD Thesis. Karl-Franzens-Universität Graz.
  • Zancanaro, A. & Domıngues, M. J. C. D. S. (2018). Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study. Turkish Online Journal of Distance Education. 19 (2), 4-20. DOI: 10.17718/tojde.415602
  • Zawacki-Richter, O & Naidu, S. (2016) Mapping research trends from 35 years of publications in Distance Education, Distance Education. (37) 3, 245-269, DOI: 10.1080/01587919.2016.1185079
  • Zawacki-Richter, O., Bozkurt, A., Alturki, U., & Aldraiweesh, A. (2018). What Research Says About MOOCs – An Explorative Content Analysis. The International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.3356
Year 2024, Volume: 13 Issue: 2, 332 - 339, 16.04.2024

Abstract

Supporting Institution

Avrupa Birliği Bakanlığı Türkiye Ulusal Ajansı

Project Number

TR01-KA204-074155 nolu proje

References

  • Aaron E. Maxwell, Timothy A. Warner & Fang Fang (2018) Implementation of machine-learning classification in remote sensing: an applied review. International Journal of Remote Sensing. 39(9). 2784-2817, DOI: 10.1080/01431161.2018.1433343
  • Barcena, E. & Martin Monje, E. (2015). Introduction: Language MOOCs: An emerging field. Open. Berlin
  • Beirne, E., Mhichil, M. N. G., & Cleircin, G. O. (2017). LMOOCs, classifying design: Survey findings from LMOOC providers. Paper presented at the CALL in a climate of change: Adapting to turbulent global conditions – Short Papers from EUROCALL 2017.
  • Chacón-Beltrán, R. (2018) Vocabulary learning strategies outside the classroom context: what adults learn in a technology-based learner-centred environment, The Language Learning Journal. 46(5). 583-593, DOI: 10.1080/09571736.2018.1503135
  • Cimermanová, I. (2018). The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching. International Journal of Instruction, 11(3), 219-232. https://doi.org/10.12973/iji.2018.11316a
  • Comer, D. (2013). MOOCs offer students opportunity to grow as writers. iiis.org.
  • Comer, D., Clark, C. & Canelas, D. (2014). Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs. International Review of Research in Open and Distributed Learning, 15(5), 26–82. https://doi.org/10.19173/irrodl.v15i5.1850
  • Dörnyei, Z. (1990). Conceptualizing Motivation in Foreign-Language Learning. A Journal of research in Language Education, 40 (1), 45-78.
  • Ellis, R. (1986). Understanding Second Language Acquisition. Oxford University Press.
  • European Commission (2019). Council recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32019H0605(02)&from=EN
  • Godwin-Jones, R. (2014). Global reach and local practice: The promise of MOOCs. Language Learning & Technology, 18(3), 5–15.
  • Graddol, D. (1997). The future of English. London: British Council.
  • Grechushkina, V. N. (2018). Online Course: Definition and Classification. Higher Education in Russia. 27 (6). 125-134.
  • Hew, F. H., Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review. 12, 45-58, https://doi.org/10.1016/j.edurev.2014.05.001.
  • Hsu, R.L.-W. (2021). A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints. Sustainability. 13, 45-58. https://doi.org/10.3390/su 13052577
  • Hu, H. (2013). Diverse Issues in Higher Education. Fairfax. 30 (4), 10-11.
  • Hung, H. T., Yang,J. C., Hwang, G. J., Chu, H. C., Wang, C. C., (2018). A scoping review of research on digital game-based language learning. Computers & Education. 126, 89-104, https://doi.org/10.1016/j.compedu.2018.07.001.
  • Ibáñez Moreno, A., & Traxler, J. (2016). MALL-based MOOCs for language teachers: challenges and opportunities.
  • Kasch, Van Rosmalen, and Kalz (2017). Journal of Universal Computer Science, 23, (9), 845-867
  • Khalitova, L., G. Gimaletdinova, G. (2016) mobile technologies in teaching english as a foreign language in higher education: a case study of using mobile application instagram. iceri2016 proceedings, pp. 6155-6161.
  • Knowles, M. S. (1978). Andragogy: Adult Learning Theory in Perspective. Community College Review, 5(3), 9–20. https://doi.org/10.1177/009155217800500302
  • Kwak, S. (2017). Approaches Reflected in Academic Writing MOOCs. The International Review of Research in Open and Distributed Learning, 18(3). https://doi.org/10.19173/irrodl.v18i3.2845
  • Martin-Monje, E., Barcena, E., & Ventura, P. (2013). Peer-to-peer interaction in professional English MOOCs: A
  • proposal for effective feedback. Conference Proceedings of The European Conference on Language Learning 2013.
  • Martín-Monje, E., Castrillo, M. D. Mañana-Rodríguez, J. (2018) Understanding online interaction in language MOOCs through learning analytics. Computer Assisted Language Learning. (31) 3, 251-272, DOI: 10.1080/09588221.2017.1378237
  • Mohamed & Hammond, (2018) MOOCs: a differentiation by pedagogy, content and assessment. International Journal of Information and Learning Technology. 35 (1). 2-11. https://doi.org/10.1108/IJILT-07-2017-0062
  • Oxford, R. (1994). Language Learning Strategies: An Update. ERIC Digest. Ofice of Educational Research and Improvement.
  • Paulsen, M. K. (2002). Online Education systems: discussion and definition of terms. Distance Education.
  • Sari, P. (2018). Using Vlog in the Youtube Channel as a Means to Improve Students’ Motivation and Confidence to Speak English in Intermediate 1 Level of LB-LIA Jambi. International Journal of Language Teaching and Education, 1(1), 38-44. https://doi.org/10.22437/ijolte.v1i1.4596
  • Thornbury, S. (2005). How to teach speaking. Longman
  • Werl, V. (2019). Business MOOCs in higher education: implications for the SOWI faculty of the University of Graz. PhD Thesis. Karl-Franzens-Universität Graz.
  • Zancanaro, A. & Domıngues, M. J. C. D. S. (2018). Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study. Turkish Online Journal of Distance Education. 19 (2), 4-20. DOI: 10.17718/tojde.415602
  • Zawacki-Richter, O & Naidu, S. (2016) Mapping research trends from 35 years of publications in Distance Education, Distance Education. (37) 3, 245-269, DOI: 10.1080/01587919.2016.1185079
  • Zawacki-Richter, O., Bozkurt, A., Alturki, U., & Aldraiweesh, A. (2018). What Research Says About MOOCs – An Explorative Content Analysis. The International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.3356
There are 34 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Neslihan Köse 0000-0003-4941-9331

İlknur Civan 0000-0002-3746-0727

Safiye İpek Kuru Gönen 0000-0002-7374-8269

Burcu Şentürk 0000-0001-8951-3256

Hüseyin Kaygın 0000-0002-1315-0126

Project Number TR01-KA204-074155 nolu proje
Early Pub Date April 5, 2024
Publication Date April 16, 2024
Published in Issue Year 2024 Volume: 13 Issue: 2

Cite

APA Köse, N., Civan, İ., Kuru Gönen, S. İ., Şentürk, B., et al. (2024). English Language MOOC to Improve Speaking Skills: A Strategic Partnership Project in the Field of Adult Education-A Proposal. Bartın University Journal of Faculty of Education, 13(2), 332-339.

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Bartın University Journal of Faculty of Education