EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development
Yıl: 2023 Cilt: 58 Sayı: 58 Sayfa Aralığı: 41 - 58 Metin Dili: İngilizce DOI: 10.15285/maruaebd.1232410 İndeks Tarihi: 29-09-2023
EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development
Öz: Task-based learning through Information and Communication Technologies (ICT) has become more important for English as a foreign language (EFL) learners and teachers these days. Therefore, national and international projects have been facilitated by the integration of technology. This study aims to investigate the perceptions of EFL teachers on eTwinning. A qualitative research design was used to explore the experiences of EFL teachers who have already completed eTwinning projects and are currently carrying out them with EFL learners and gain in-depth understanding about the advantages and disadvantages of eTwinning projects in terms of their professional development. A total of ten EFL teachers working at secondary and high schools in Turkey participated in the study. The data were collected through semi-structured interviews and analyzed with inductive analysis. The results showed that EFL teachers had positive attitudes towards participating in eTwinning projects. They reported that eTwinning projects contributed to their professional development since they created an international network of EFL teachers, providing an opportunity to share their teaching experiences, and the international network developed their technological and pedagogical content knowledge and organizational skills. Moreover, it was stated that these projects motivated the teachers to plan and organize similar projects and helped them gain recognition among their colleagues and appreciation in their workplace.
Anahtar Kelime: İngilizce Öğretmenlerinin eTwinning Deneyimleri ve Mesleki Gelişimlerine Etkisi
Öz: Bilgi ve İletişim Teknolojileri (BİT) yoluyla görev tabanlı öğrenme, günümüzde yabancı dil olarak İngilizce öğrenen öğrenciler ve öğretmenleri için daha önemli hâle gelmiştir. Teknolojinin entegrasyonu ulusal ve uluslararası çevrimiçi projelerin yürütülmesine olanak sağlamıştır. Bu çalışma ile İngilizce öğretmenlerinin eTwinning hakkındaki algılarının araştırılması amaçlanmıştır. Çalışmada, öğrencileri ile halihazırda eTwinning projeleri yapmış ve yapmakta olan İngilizce öğretmenlerinin deneyimlerini araştırmak ve profesyonel gelişimleri açısından eTwinning projelerinin avantajları ve dezavantajlarını derinlemesine incelemek üzere nitel bir araştırma tasarımı kullanılmıştır. Araştırmaya Türkiye'de ortaokul ve lise düzeyindeki okullarda görev yapan toplam on İngilizce öğretmeni katılmıştır. Veriler, yarı yapılandırılmış görüşmeler yoluyla toplanmış ve tümevarım yaklaşımı ile analiz edilmiştir. Çalışmada elde edilen sonuçlar, İngilizce öğretmenlerinin eTwinning projelerine katılmaya yönelik olumlu tutumlara sahip olduğunu göstermiştir. Katılımcılar, eTwinning projelerinin, İngilizce’yi yabancı dil olarak öğreten öğretmenler açısından uluslararası bir iş ağı oluşturduğu, öğretim deneyimlerini paylaşma fırsatı sağladığı ve teknolojik ve pedagojik içerik bilgilerini ve organizasyon becerilerini geliştirdiği için mesleki gelişimlerine katkıda bulunduğunu bildirdiler. Ayrıca, bu projelerin öğretmenleri benzer projeler planlamak ve yürütmek üzere motive ettiği, meslektaşları arasında tanınırlık ve işyerinde takdir kazanmalarına yardımcı olduğu belirtilmiştir.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- Acar, S; & Peker, B. (2021). What are the purposes of teachers for using the eTwinning platform and the effects of the platform on teachers? Acta Didactica Napocensia, 14(1), p. 91-103, https://doi.org/10.24193/adn.14.1.7
- Akdemir, A. (2017). eTwinning in Language Learning: The Perspectives of Successful Teachers. Journal of Education and Practice. 8.
- Akıncı, B. (2018). The contribution of eTwinning project practices upon students’ foreign language skills and the development of teaching profession (An Action Research). Unpublished Master’s Thesis, Mehmet Akif Esoy University, Burdur.
- Başaran, M. & Kaya, Z. & Akbaş, N. & Yalçın, N. (2020). Reflection of eTwinning activity on teachers' professional development in project-based teaching process. 10.38089/ekuad.2020.35.
- Carpenter, J., & Tanner, S. (2013). Study of the impact of eTwinning on participating pupils, teachers and schools. A proposal to the European Commission, Education for Change, London.
- Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing Among Five Approaches.
- Crisan, G. I. (2013). The Impact of teachers’ participation in eTwinning on their teaching and training. Acta Didactica Napocensia, 6 (4), p. 19–28.
- Delfino, M., Dettori, G., & Lupi, V. (2009). Task-based learning and ICT: Creative activities in the context of a European project. eLearning Papers, 16, p. 1-11.
- Demir, N., & Kayaoğlu, M. N. (2021). Multi-dimensional Foreign Language Education: The Case of an eTwinning Project in Turkey. Computer Assisted Language Learning, p. 1-38.
- Douglas, S. R., & Kim, M. (2014). Task-based language teaching and English for academic purposes: An investigation into instructor perceptions and practice in the Canadian context. TEFL Canada Journal, 31(8), p. 1-22.
- Duncan Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology. 41 (2), p. 324–340.
- East, M. (2019). Sustaining innovation in school modern foreign language programmes: teachers’ reflections on task-based language teaching three years after initial teacher education. The Language Learning Journal, 47, p. 105 - 115.
- European Commission (2011) Europe 2020 Flagship Initiative Innovation Union, Publications Office of the European Union, Luxembourg.
- European Commission. (2018). Proposal for a Council Recommendation on Key Competences for Lifelong Learning. Brussels. [Online]. Available: https://education.ec.europa.eu/focus-topics/improving-quality-equity/key-competences-lifelong-learning [Accessed on 25th December 2021]
- Holmes, B. (2013). School teachers' continuous professional development in an online learning community: Lessons from a case study of an eTwinning learning event. European Journal of Education, 48(1), p. 97-112.
- Informal Meeting of European Union Education Ministers (2015) Declaration on Promoting Citizenship and the Common Values of Freedom, Tolerance and Non-Discrimination Through Education, Paris, France.
- Lin, T.-B., & Wu, C.-W. (2012). Teachers' perceptions of task-based language teaching in English classrooms in Taiwanese junior high schools. TESOL Journal, 3(4), p. 586-609.
- Liu, Y., Mishan, F., & Chambers, A. (2018). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49, p. 131 - 146.
- Papadakis, St. (2016) Creativity and innovation in European education. Ten years eTwinning. Past, present and the future. Int. J. Technology Enhanced Learning, Vol. 8, Nos. 3/4, pp. 279–296
- Pham, N., & Nguyen, H. (2018). Teachers’ perceptions about task-based language teaching and its implementation. European Journal of Foreign Language Teaching, 3(2), 68-86.
- Pohan, E., Andhimi, E., Nopitasari, E., & Levana, Y. (2016). Teachers' perceptions of task-based language teaching in English classroom. Paper presented at the Igniting a Brighter Future of EFL Teaching and Learning in Multilingual Societies, Universitas Negeri Padang, Indonesia.
- Republic of Turkey Ministry of National Education (MEB), (2017). English curriculum (Primary and secondary 2, 3, 4, 5, 6, 7 and 8th grades): Ankara.
- Schrooten, W. (2006). Task-based language teaching and ICT: Developing and assessing interactive multimedia for task-based language teaching. In K. Branden (Ed.), Task-Based Language Education: From Theory to Practice (Cambridge Applied Linguistics, pp. 129-150). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511667282.007
- Ulutan E. (2019). The effects of eTwinning activities on teachers’ competencies of foreign language and educational technology use, General Directorate of Innovation and Educational Technologies of the Ministry of National Education (MoNE).
- Vuorikari, R. (2013). Social learning analytics to study teachers’ large-scale professional networks. IFIP Advances İn Information and Communication Technology, 25-34.
| APA | KIZILASLAN Ş, ERSİN BAŞKAN P (2023). EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. , 41 - 58. 10.15285/maruaebd.1232410 |
| Chicago | KIZILASLAN Şule,ERSİN BAŞKAN Pınar EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. (2023): 41 - 58. 10.15285/maruaebd.1232410 |
| MLA | KIZILASLAN Şule,ERSİN BAŞKAN Pınar EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. , 2023, ss.41 - 58. 10.15285/maruaebd.1232410 |
| AMA | KIZILASLAN Ş,ERSİN BAŞKAN P EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. . 2023; 41 - 58. 10.15285/maruaebd.1232410 |
| Vancouver | KIZILASLAN Ş,ERSİN BAŞKAN P EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. . 2023; 41 - 58. 10.15285/maruaebd.1232410 |
| IEEE | KIZILASLAN Ş,ERSİN BAŞKAN P "EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development." , ss.41 - 58, 2023. 10.15285/maruaebd.1232410 |
| ISNAD | KIZILASLAN, Şule - ERSİN BAŞKAN, Pınar. "EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development". (2023), 41-58. https://doi.org/10.15285/maruaebd.1232410 |
| APA | KIZILASLAN Ş, ERSİN BAŞKAN P (2023). EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 58(58), 41 - 58. 10.15285/maruaebd.1232410 |
| Chicago | KIZILASLAN Şule,ERSİN BAŞKAN Pınar EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi 58, no.58 (2023): 41 - 58. 10.15285/maruaebd.1232410 |
| MLA | KIZILASLAN Şule,ERSİN BAŞKAN Pınar EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, vol.58, no.58, 2023, ss.41 - 58. 10.15285/maruaebd.1232410 |
| AMA | KIZILASLAN Ş,ERSİN BAŞKAN P EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi. 2023; 58(58): 41 - 58. 10.15285/maruaebd.1232410 |
| Vancouver | KIZILASLAN Ş,ERSİN BAŞKAN P EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi. 2023; 58(58): 41 - 58. 10.15285/maruaebd.1232410 |
| IEEE | KIZILASLAN Ş,ERSİN BAŞKAN P "EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development." Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 58, ss.41 - 58, 2023. 10.15285/maruaebd.1232410 |
| ISNAD | KIZILASLAN, Şule - ERSİN BAŞKAN, Pınar. "EFL Teachers’ Experiences about eTwinning and its Effects on Professional Development". Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi 58/58 (2023), 41-58. https://doi.org/10.15285/maruaebd.1232410 |
