Množičenje ter navade in prakse učenja jezikov v Turčiji, Bosni in Hercegovini, Republiki Severni Makedoniji in na Poljskem v predpandemskem in pandemskem obdobju
DOI:
https://doi.org/10.4312/slo2.0.2022.2.132-183Ključne besede:
množičenje, učenje jezikov, COVID-19, obdobje pred pandemijo, obdobje po pandemijiPovzetek
Priljubljenost spletnih množičenjskih platform za poučevanje in učenje jezikov je pred pandemijo COVID-19 počasi naraščala. Študije, izvedene v Turčiji, Bosni in Hercegovini, Republiki Severni Makedoniji in na Poljskem, so pokazale, da so jih učitelji uporabljali tako kot orodje pri pouku in izven njega. Po drugi strani pa so jih učenci uporabljali kot pomoč pri izpopolnitvi svojih spretnosti in znanja ciljnih jezikov ter da bi postali bolj avtonomni. Izobraževalni sistemi po vsem svetu ter ustaljene prakse poučevanja in učenja pa so se vendar spremenili s pandemijo covid-19. Ta raziskava si prizadeva odkriti, ali so se med pandemijo COVID-19 spremenila stališča, konteksti uporabe, frekventnost in navade učencev jezikov v Turčiji, Bosni in Hercegovini, Republiki Severni Makedoniji in na Poljskem, in če »DA«, kako.
Da bi primerjali uporabo orodij za množičenje pred in med pandemijo covid-19 pri učencih jezika v omenjenih štirih državah, smo ponovno uporabili medkulturno ustrezen vprašalnik, ki smo ga pred tem že uporabili v obdobju pred pandemijo. Zbrane podatke smo kvalitativno in kvantitativno preučili, da bi odkrili tudi najmanjša odstopanja. Postavili smo hipotezo, da so platforme za množičenje postale bolj razširjene med pandemijo zaradi znatnih sprememb, povezanih s poučevanjem in učenjem jezikov. Hipoteza je temeljila na ugotovitvah raziskave, ki je pokazala, da so bili učitelji v Turčiji, Bosni in Hercegovini, Republiki Severni Makedoniji in na Poljskem, podobno kot njihovi kolegi po svetu, prisiljeni uporabljati skoraj vsa digitalna orodja, ki so jih imeli na voljo, zlasti v kriznem obdobju selitve poučevanja na splet pomladi leta 2020. Obenem so bili učenci jezikov prisiljeni samostojno uporabljati številna orodja in platforme množičenja, da bi sledili zahtevam izobraževalnih ustanov.
Rezultati so pokazali, da je prehod z učenja v živo na spletno učenje zaradi covida-19 pomembno vplival na razvoj platform za množičenje po vsem svetu in na uporabo virov za množičenje v državah, vključenih v raziskavo. Opaziti je bilo, da se ni povečalo le število uporabljenih virov, temveč so se spremenile tudi funkcije uporabljenih platform (tj. od bolj splošnih k bolj »prilagojenim potrebam in državam»). Rezultati so tudi pokazali, da je preplet dejavnikov, kot so sprememba načina poučevanja, manjša interakcija z učitelji in vrstniki, večja delovna obremenitev in pomanjkanje stalne podpore s strani izobraževalnih ustanov, privedel do tega, da so učenci sami prevzeli odgovornost za svoje učenje. Spoznali so, da so edini, ki vedo, kaj potrebujejo, in da so edini, ki si lahko pomagajo, zato so začeli iskati in uporabljati platforme, ki so najbolj ustrezale njihovim zahtevam. Ker so bila pričakovanja in potrebe učencev v preučevanih državah različna, so se število, pogostost in lastnosti priljubljenih platform od države do države spreminjali.
Upamo, da bodo izsledki raziskave služili kot morebitne smernice za učence in učitelje jezikov, ki nameravajo v svoje dejavnosti v razredu in zunaj njega vključiti dejavnosti množičenja. Rezultati bi obenem lahko predstavljali pomembne povratne informacije za ustvarjalce platform, ki si prizadevajo oblikovati vire, ki so medkulturno ustrezni, hkrati pa izpolnjujejo bolj posebne zahteve učencev jezikov v specifičnih okoliščinah. Menimo, da lahko vključitev množičenja v jezikovne učne načrte učencem omogoči več priložnosti za sodelovanje v razredu in zunaj njega ter učinkovitejše učenje jezika, kar bo posledično privedlo do razvoja bolj samostojnih, aktivnih in samozavestnih učencev jezika.
Prenosi
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Avtorske pravice (c) 2022 Çiler Hatipoğlu, Nihada Delibegović Džanić, Elżbieta Gajek, Lina Miloshevska
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