東華大學圖書館 |

Intercultural Communicative Competence and Global Citizenship Education of ELT Student Teachers Through Telecollaboration = = Ingilizce Ogretmeni Adaylarinin Uzaktan Is Birligi Araciligiyla Kulturlerarasi Iletisim Yeterliligi ve Kuresel Vatandaslik Egitimi.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Intercultural Communicative Competence and Global Citizenship Education of ELT Student Teachers Through Telecollaboration =/
其他題名:	Ingilizce Ogretmeni Adaylarinin Uzaktan Is Birligi Araciligiyla Kulturlerarasi Iletisim Yeterliligi ve Kuresel Vatandaslik Egitimi.
其他題名:	Ingilizce Ogretmeni Adaylarinin Uzaktan Is Birligi Araciligiyla Kulturlerarasi Iletisim Yeterliligi ve Kuresel Vatandaslik Egitimi.
作者:	Ozturk, Samed Yasin.
面頁冊數:	1 online resource (203 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30244390click for full text (PQDT)
ISBN:	9798368420066

Intercultural Communicative Competence and Global Citizenship Education of ELT Student Teachers Through Telecollaboration = = Ingilizce Ogretmeni Adaylarinin Uzaktan Is Birligi Araciligiyla Kulturlerarasi Iletisim Yeterliligi ve Kuresel Vatandaslik Egitimi.
Ozturk, Samed Yasin.

Intercultural Communicative Competence and Global Citizenship Education of ELT Student Teachers Through Telecollaboration =Ingilizce Ogretmeni Adaylarinin Uzaktan Is Birligi Araciligiyla Kulturlerarasi Iletisim Yeterliligi ve Kuresel Vatandaslik Egitimi.Ingilizce Ogretmeni Adaylarinin Uzaktan Is Birligi Araciligiyla Kulturlerarasi Iletisim Yeterliligi ve Kuresel Vatandaslik Egitimi. - 1 online resource (203 pages)

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ph.D.)--Gazi Universitesi, 2022.

Includes bibliographical references

In today's globalized and digitalized world, it has become necessary to involve language learners in intercultural interactions to collaborate with learners from different countries and cultural backgrounds with the purpose of fostering intercultural communicative competence and global awareness. Telecollaboration is seen as an ideal venue to achieve this objective because telecollaborative projects bring together learners from geographically dispersed locations online to collaborate on certain tasks to reach a common goal. This study aimed to investigate whether telecollaborative project on the theme of global citizenship education fosters Intercultural Communicative Competence (ICC) among 12 Turkish student teachers of English, and reveal their views on their overall telecollaborative experiences, integration of telecollaboration and global citizenship education into EFL classrooms and ELT teacher education programs. The present quadrilateral telecollaborative study on the theme of global citizenship education brought together student teachers of English from Turkey, Germany, Israel, and Brazil to create a final product. The participating student teachers interacted with each other for two months to design an English teaching lesson plan, which is based on United Nation's Sustainable Development Goals. During this two-month telecollaborative study, the participants had weekly team meetings in their transnational groups on Zoom. In addition to these weekly team exchanges, there were four joint classrooms in which all the student teachers in four countries participated. The team exchanges and joint classrooms were recorded, and all the interactions were transcribed verbatim by the researcher. Along with the team exchanges and joint classrooms, the Turkish participants wrote reflective journals after each team exchange. During the process of the study, all the participants posted their thoughts and perspectives on a Moodle platform. At the end of the project, semi-structured interviews were administered to Turkish student teachers of English to explore their overall telecollaborative experiences. The semi-structured interviews were recorded and transcribed verbatim as well. Byram's (1997) ICC framework was used to guide the coding procedure in the study according to directed qualitative content analysis principles. NVivo 12 qualitative data analysis software was used for coding and analyzing the data in the study. The findings of the study revealed that telecollaboration greatly fostered ICC among the participating Turkish student teachers of English. Moreover, the participants were completely satisfied with their telecollaborative experiences and global citizenship education, they want these approaches to be integrated into EFL classrooms and ELT teacher education programs, and they would like to offer their students a telecollaborative experience in the future. The findings of the study offer considerable pedagogical benefits to English teachers and teacher trainers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798368420066Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

English language teachingIndex Terms--Genre/Form:

542853
Electronic books.

Intercultural Communicative Competence and Global Citizenship Education of ELT Student Teachers Through Telecollaboration = = Ingilizce Ogretmeni Adaylarinin Uzaktan Is Birligi Araciligiyla Kulturlerarasi Iletisim Yeterliligi ve Kuresel Vatandaslik Egitimi.
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500 $a Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
500 $a Advisor: Eksi, Gonca.
502 $a Thesis (Ph.D.)--Gazi Universitesi, 2022.
504 $a Includes bibliographical references
520 $a In today's globalized and digitalized world, it has become necessary to involve language learners in intercultural interactions to collaborate with learners from different countries and cultural backgrounds with the purpose of fostering intercultural communicative competence and global awareness. Telecollaboration is seen as an ideal venue to achieve this objective because telecollaborative projects bring together learners from geographically dispersed locations online to collaborate on certain tasks to reach a common goal. This study aimed to investigate whether telecollaborative project on the theme of global citizenship education fosters Intercultural Communicative Competence (ICC) among 12 Turkish student teachers of English, and reveal their views on their overall telecollaborative experiences, integration of telecollaboration and global citizenship education into EFL classrooms and ELT teacher education programs. The present quadrilateral telecollaborative study on the theme of global citizenship education brought together student teachers of English from Turkey, Germany, Israel, and Brazil to create a final product. The participating student teachers interacted with each other for two months to design an English teaching lesson plan, which is based on United Nation's Sustainable Development Goals. During this two-month telecollaborative study, the participants had weekly team meetings in their transnational groups on Zoom. In addition to these weekly team exchanges, there were four joint classrooms in which all the student teachers in four countries participated. The team exchanges and joint classrooms were recorded, and all the interactions were transcribed verbatim by the researcher. Along with the team exchanges and joint classrooms, the Turkish participants wrote reflective journals after each team exchange. During the process of the study, all the participants posted their thoughts and perspectives on a Moodle platform. At the end of the project, semi-structured interviews were administered to Turkish student teachers of English to explore their overall telecollaborative experiences. The semi-structured interviews were recorded and transcribed verbatim as well. Byram's (1997) ICC framework was used to guide the coding procedure in the study according to directed qualitative content analysis principles. NVivo 12 qualitative data analysis software was used for coding and analyzing the data in the study. The findings of the study revealed that telecollaboration greatly fostered ICC among the participating Turkish student teachers of English. Moreover, the participants were completely satisfied with their telecollaborative experiences and global citizenship education, they want these approaches to be integrated into EFL classrooms and ELT teacher education programs, and they would like to offer their students a telecollaborative experience in the future. The findings of the study offer considerable pedagogical benefits to English teachers and teacher trainers.
520 $a Gunumuzun kuresellesen ve dijitallesen dunyasinda, kulturlerarasi iletisim yetkinligini vekuresel farkindaligi tesvik etmek amaciyla dil ogrenenleri farkli ulkelerden ve kulturlerdengelen ogrencilerle is birligi yapmak icin kulturlerarasi etkilesimlere dahil etmek gerekli halegelmistir. Uzaktan is birligi, cografi olarak birbirinden uzak konumlardaki ogrencileri ortakbir hedef dogrultusunda belirli gorevleri tamamlamalari icin cevrimici olarak bir arayagetirdiginden bu hedefe ulasmak noktasinda ideal bir alan olarak gorulmektedir. Bu calisma,kuresel vatandaslik egitimi temali uzaktan is birligi projesinin 12 Turk Ingilizce ogretmeniadayi arasinda kulturlerarasi iletisim yetkinligini tesvik edip etmedigini arastirmayi vekatilimcilarin genel uzaktan is birligi deneyimlerini ve uzaktan is birligi ve kureselvatandaslik egitiminin Ingilizce siniflarina ve Ingilizce Ogretmenligi programlarinaentegrasyonu hakkindaki goruslerini ortaya cikarmayi amaclamaktadir. Kuresel vatandaslikegitimi temali bu dortlu uzaktan is birligi calismasi Turkiye, Almanya, Israil veBrezilya'daki Ingilizce ogretmeni adaylarini bir nihai urun ortaya koymalari icin bir arayagetirmistir. Katilimci Ingilizce ogretmeni adaylari iki ay boyunca Birlesmis MilletlerinSurdurulebilir Kalkinma Hedeflerine dayanan Ingilizce ogretimine yonelik ders planihazirlamak amaciyla etkilesimde bulunmuslardir. Iki ay suren bu uzaktan is birligicalismasinda katilimcilar uluslararasi gruplarinda Zoom uzerinden haftalik toplantilargerceklestirmislerdir. Haftalik grup toplantilarina ek olarak, dort ulkeden butun Ingilizceogretmeni adaylarinin katildigi dort musterek toplanti yapilmistir. Haftalik grup toplantilari ixve musterek toplantilar kayit altina alinmis ve butun etkilesimler arastirmaci tarafindan harfiharfine ceviri yazi haline getirilmistir. Haftalik gorusmeler ve musterek toplantilarla birlikteTurk katilimcilar her grup toplantisindan sonra yansitici gunlukler yazmislardir. Calismasuresince butun katilimcilar Moodle platformunda dusuncelerini ve bakis acilarinipaylasmislardir. Calisma sonunda genel uzaktan is birligi deneyimlerini acimlamakamaciyla Turk Ingilizce ogretmeni adaylariyla yari yapilandirilmis gorusmeler yapilmistir.Bu yari yapilandirilmis gorusmeler de kayit altina alinmis ve harfi harfine ceviri yazi halinegetirilmistir. Byram'in (1997) kulturlerarasi iletisim yetkinligi cercevesi, yonlendirilmisnitel icerik analizi prensiplerine gore yapilan kodlama surecine yol gostermesi amaciylakullanilmistir. NVivo 12 nitel veri analizi programi calismanin verilerini kodlamak ve analizetmek icin kullanilmistir. Arastirmanin bulgulari, uzaktan is birliginin katilimci TurkIngilizce ogretmeni adaylarinin kulturlerarasi iletisim yetkinliklerini buyuk olcudedestekledigini ortaya koymustur. Ayrica katilimcilar, uzaktan is birligi deneyimlerinden vekuresel vatandaslik egitiminden tamamen memnun kalmislar, bu yaklasimlarin Ingilizcesiniflarina ve Ingilizce Ogretmenligi programlarina entegre edilmesini istemisler ve ileridekendi ogrencilerine ayni deneyimi yasatmak istediklerini beyan etmislerdir. Calismaninbulgulari, Ingilizce ogretmenleri ve ogretmen egitmenlerine onemli pedagojik faydalarsunmaktadir.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 516208
650 4 $a Foreign language instruction. $3 3541319
653 $a English language teaching
653 $a Global citizenship education
653 $a Intercultural communicative competence
653 $a Student teachers of English
653 $a Telecollaboration
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0444
690 $a 0441
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Gazi Universitesi. $b Education. $3 3706090
773 0 $t Dissertations Abstracts International $g 84-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30244390 $z click for full text (PQDT)