SavedAdd your journal

Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2013 / Cilt: 2013 - Sayı: 44

Öğrenim hareketliliği programları İngiliz dili ve Eğitimi Bölümü Öğrencilerinin bakış açısını nasıl değiştirir?

How do mobility programs change EFL students' point of view?

Binnur İLTER GENÇ
Pages
181–188
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This study employs qualitative methods to gather the data via semi-structured interviews with Erasmus students at Akdeniz University, Faculty of Education, and ELT Department joining mobility programs at least 1 term long.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Going abroad and getting university education there as Erasmus students at Turkish Universities are becoming more and more popular nowadays.
📊
Key Findings & Data:EFL students usually choose Erasmus exchange programs in order to gain linguistic, cultural and individual benefits.
💡
Conclusion & Impact:This study employs qualitative methods to gather the data via semi-structured interviews with Erasmus students at Akdeniz University, Faculty of Education, and ELT Department joining mobility programs at least 1 term long.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Going abroad and getting university education there as Erasmus students at Turkish Universities are becoming more and more popular nowadays. EFL students usually choose Erasmus exchange programs in order to gain linguistic, cultural and individual benefits. They aim to improve their intercultural skills in the medium of the host countries culture. The growing interest in learning different cultures and languages in the world brings with it the question whether mobility programs are efficient or not for university students. The present study was conducted to investigate if the university students who joined mobility programs changed their point of view about different cultures and raised their language and cultural awareness of different countries. This study employs qualitative methods to gather the data via semi-structured interviews with Erasmus students at Akdeniz University, Faculty of Education, and ELT Department joining mobility programs at least 1 term long.

Özet

Erasmus öğrencisi olarak üniversite eğitimini yurt dışında almak günümüzde çok popüler bir hale gelmektedir. İngilizce Öğretmenliği Bölümü öğrencileri Erasmus değişim programlarını genellikle dilsel, kültürel ve bireysel gelişim kazanmak için seçmektedirler. Gittikleri ülkelerin kültürlerini öğrenerek kültürlerarası deneyim kazanmayı amaçlamaktadırlar. Farklı kültürlere ve dillere duyulan bu ilgi beraberinde öğrenci hareketlilik programlarının üniversite öğrencileri için etkili olup olmadığı sorusunu getirmektedir. Bu çalışma, Erasmus hareketlilik programının üniversite öğrencilerinin bakış açılarını değiştirip değiştirmediği ve farklı ülkeler hakkında kültürel ve dilsel farkındalıklarını arttırıp arttırmadığı konusunu araştırmaktadır. Bu çalışma Akdeniz Üniversitesi, Eğitim Fakültesi, İngilizce Öğretmenliği Bölümünde 1 dönem öğrenci hareketliliği programına katılmış öğrencilerle yarı-yapılandırılmış teknik kullanılarak gerçekleştirilmiş nitel bir araştırmadır.

🔖

Cite This Article

GENÇ, B. İ. (2022). Öğrenim hareketliliği programları İngiliz dili ve Eğitimi Bölümü Öğrencilerinin bakış açısını nasıl değiştirir?. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2013 - Sayı: 44, 181–188. https://ajindex.com/articles/532055

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (6)

  1. Arndt, R.T. (1984). Rethinking international education. In W. C. Olson & L. D. Howell (Eds.). International education: The unfinished agenda. Indianapolis. IN: White River Press.
  2. Council of Europe. (2007). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
  3. Crotty, M. (1996). Phenomenology and nursing research. South Melbourne, Australia: Pearson Professional. Dignes, N. (1983). ‘Intercultural competence’. In D. Landis & R. W. Brislin (Eds.), Handbook of intercultural training. Volume 1. Elmsford. NY: Pergamon Press,
  4. Inc. Higgs, J. (2001). Charting standpoints in qualitative research. In H. Byrne-Armstrong, J. Higgs & D. Harsfall (Eds.), Critical moments in qualitive research. Oxford, UK. Butterworth-Heinemann. International Relations Office. (2009). Retrieved July 24, 2012, from Akdeniz University: http://uluslararasi.akdeniz.edu.tr/en
  5. Jakson, J. (2005). ‘Assessing intercultural learning through introspective accounts’ Frontiers: The Interdisciplinary Journal of Study Abroad. Kealey, D. J. (1990). Cross-cultural effectiveness: A study of Canadian technical advisors overseas. Hull. Quebec: Canadian International Development Agency. Krzaklewska, E., & Krupnik, S. (2008). The Role of the Erasmus Programme in Enhancing Intercultural Dialogue. Presentation of the Results from the Erasmus Student Network Survey 2007. Proceedings of the 4th International Barcelona Conference on Higher Education, Vol. 6. Higher education for intercultural dialogue and multiculturalism. Barcelona: Global University Network for Innovation. Lessard-Clouston, M. (1997). Towards an understanding of culture in L2/FL education. In Ronko, K. G. Studies in English, Vol. 25, 131-150. Japan: Kwansei Gakuin University Press.
  6. Lindlof, T. R & Taylor, B. C. (2002). Qualitative communication research methods. (2nd eds). Sage Publications. Thousands Oaks. CA. Mountfort, A & Smith, NW. (2000). British studies: intercultural perspectives. Longman. Paige, R. M. (2006). Dimensions of intercultural learning. In R. M. Paige, A. D. Cohen, B, Kappler, J. C. Chi & J. P. Lassegard (Eds.). Maximizing study abroad: A student’s guide to strategies for language and culture learning and use. (2nd eds.). Minneapolis: Center for Advanced Research on Language Acquisition. University of Minnesota. Peck, D. (1988). Teaching culture: Beyond language. Yale: New Haven Teachers Institute. Rathje, S. (2007). Intercultural competence-status and futur