Author :
Abstract
Bu çalışmanın amacı çoklu kullanıcılı bir sanal ortam olan Second Life (SL) platformunun görev temelli müfredata (GTM) uyarlanarak kullanıma sunulmasının öğrenciler ve okutmanlar tarafından nasıl değerlendirildiğini incelemektir. Çalışma Türkiye’de bir vakıf üniversitesinin İngilizce hazırlık okulunda orta seviye öğrenciler (N=37) üzerinde okutmanlar (N=2) tarafından yürütülmüştür. Çalışmaya özel bir GTM dizayn etmek için iki aylık bir süreci kapsayan faal orta seviye müfredatının içine haftalık görevler eklendi. Görevler ve müfredat Cambridge University Press tarafından yayımlanan Unlock Listening & Speaking 3 and Unlock Reading & Writing 3 kitapları baz alınarak düzenlendi. Uygulamanın son görev ile birlikte tamamlanmasıyla, hem öğrencilere hem okutmanlara fikirlerini, deneyimlerini ve değerlendirmelerini soran bir anket verildi. Öğrenciler ve okutmanlardan gelen değerlendirmelerde Second Life’ın kazandırmış olduğu çeşitlilikler; aynı zamanda buna karşın, ortaya çıkardığı teknik gereksinimler gibi olumsuzluklar yer almaktadır. Kullanım seanslarında, Second Life’ın sanal ortamında grup dışı kullanıcıların seansa katılımını ve müdahalesini engelleyebilmek maksadı ile ve ayrıca öğrencilerin pratik yapabilecekleri en uygun ortamları sunmak amacıyla uygulayıcıların uygun çalışma adalarını (ortamlarını) seanslardan önce özellikle belirlemeleri tavsiye edilmektedir.
Keywords
Abstract
This study aims to find out students’ and instructors’ attitudes towards using Second Life (SL), a multi-user virtual environment, via a Task Based Syllabus (TBS). It was conducted with participants of intermediate level students (N=37) and instructors (N=2) of English Preparatory School at a private university in Turkey. In order to design a TBS, a two-month program of intermediate level syllabus has been modified by adding weekly tasks in. Unlock Listening & Speaking 3 and Unlock Reading & Writing 3 published by Cambridge University Press were used during the instruction and the tasks were adapted from the same course books. After the completion of the final task, both students and practitioner teachers were given an evaluation survey asking for their opinions, experiences and evaluations of the TBS based SL sessions. The findings indicate that both instructors and students have positive and negative feedback; such as, the variety SL brings to a language class and the fact that SL being demanding in terms of computer requirements. In order to avoid problems like other users’ involvement or distractions, and in order to help students find suitable rooms without a time loss or difficulty, teachers could be recommended to have a well prepared list of the rooms to meet and divert the students, instead of buying a new room.
Keywords
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