Türkiye’de ingiliz dili eğitimi alanında lisansüstü yapan öğrencilerin tez yazarken karşılaştıkları zorluklar
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü üniversitesi Eğitim Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Türkiye’de gerek devlet gerek vakıf üniversitesi olsun İngiliz Dili Eğitimi alanında lisansüstü tez yazan öğrenci sayısı giderek artmaktadır. Tez yazmak, lisansüstü eğitimin çok önemli bir parçasıdır ve lisansüstü öğrencileri, tez yazarken çeşitli zorluklarla karşılaşmaktadır. Tez danışmanlığı, danışman-öğrenci ilişkisi yurt dışında çok sıklıkla irdelenen bir konudur, nispeten ülkemizde bu konuda çalışma azlığı dikkat çekmektedir. Bu eksikliği de göz önüne alarak, bu çalışmayla farklı üniversitelerden mezun olmuş lisansüstü mezunu öğrencilerin görüşlerine başvurmak amaçlanmıştır. İnternet yoluyla bir anket gönderilerek lisansüstü mezunlarının görüşleri alınmıştır. Amaç tez danışmanlığının öğrencinin üzerinde yarattığı olumlu ve olumsuz yanları saptamak ve tez yazma sürecini nasıl iyileştirebiliriz sorusuna yanıt aramaktır. Araştırmada nitel ve nicel araştırma yöntemlerinden yararlanılmıştır. Bu çalışmayla, lisansüstü eğitimde tez danışmanlığı konusu irdelenmiş olacak ve gerekli iyileştirmelerle lisansüstü eğitimin daha sağlıklı, etkili ve verimli geçmesi yolunda küçük bir adım atılmasına olanak sağlanacaktır.
There are a growing number of students who continue postgraduate degrees in English Language Teaching (ELT) in state and private universities in Turkey. It is taken for granted that thesis writing is a significant aspect of postgraduate education and postgraduate students are experiencing some difficulties with the thesis writing process. In this process, supervision is a complex process and sometimes supervision is the element that makes things easier for postgraduate students or exacerbates the process. Therefore, supervisor–supervisee relationship is a topic that has been explored much abroad lately but relatively few are written about the Turkish case. Considering this research gap, this article investigates postgraduates’ views on master’s and PhD thesis supervision and difficulties they faced in thesis writing in ELT. The participants from different private and state universities received a link to an online survey engine. The aim was to understand how thesis writing in ELT and supervision are experienced in Turkey. In this study, qualitative and quantitative research methods were used. The data collected in the study were analyzed by content analysis technique and frequency counting. The findings are important as they show that there are serious linguistic challenges inherent in thesis writing that are complicating the process but also supervisory process that needs delicate attention. The paper suggests that supervisors and universities should consider the positive and negative aspects of their attitudes and behaviors throughout this process. Some measures can be taken to enhance the quality of supervision at universities in Turkey.
There are a growing number of students who continue postgraduate degrees in English Language Teaching (ELT) in state and private universities in Turkey. It is taken for granted that thesis writing is a significant aspect of postgraduate education and postgraduate students are experiencing some difficulties with the thesis writing process. In this process, supervision is a complex process and sometimes supervision is the element that makes things easier for postgraduate students or exacerbates the process. Therefore, supervisor–supervisee relationship is a topic that has been explored much abroad lately but relatively few are written about the Turkish case. Considering this research gap, this article investigates postgraduates’ views on master’s and PhD thesis supervision and difficulties they faced in thesis writing in ELT. The participants from different private and state universities received a link to an online survey engine. The aim was to understand how thesis writing in ELT and supervision are experienced in Turkey. In this study, qualitative and quantitative research methods were used. The data collected in the study were analyzed by content analysis technique and frequency counting. The findings are important as they show that there are serious linguistic challenges inherent in thesis writing that are complicating the process but also supervisory process that needs delicate attention. The paper suggests that supervisors and universities should consider the positive and negative aspects of their attitudes and behaviors throughout this process. Some measures can be taken to enhance the quality of supervision at universities in Turkey.
Açıklama
Anahtar Kelimeler
Postgraduate Programmes, Thesis Writing, Supervision, Supervisor, English Language Teaching, Lisansüstü programları, Tez yazma, Danışman, Danışmanlık, İngiliz Dili Eğitimi
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
20
Sayı
1
Künye
Erkoç, A. (2019). Türkiye’de ingiliz dili eğitimi alanında lisansüstü yapan öğrencilerin tez yazarken karşılaştıkları zorluklar. Cilt:20 Sayı:1, 152-164 ss.
