Language Teaching Program Research Articles

The Role of Video-Based Shadowing Practices in L2 Oral Proficiency Development

This quasi-experimental study investigated the effect of shadowing practices on oral proficiency and pronunciation, specifically in terms of comprehensibility, pronunciation, intonation, and speech rate in second language learners. To this end, intact freshmen classes in an English language teaching program were randomly assigned to experimental and control groups. The experimental group carried out 11 shadowing tasks bi-weekly in two academic terms and submitted their shadowing recordings to the learning management system to receive feedback from their instructor. After the intervention, oral rating forms, an activity evaluation survey, and a semi-structured interview were used to investigate the outcomes. The oral assessment forms including pre- and post-treatment oral recordings of the participants were rated online through a 7-point Likert scale by native speakers of English. The ratings of the experimental and control groups were compared through ANOVAs. The descriptive statistics revealed that the experimental group demonstrated a relatively higher but small increase in the oral rating components (comprehensibility, intonation, speech rate) except for the pronunciation of individual sounds. However, the pre- and post-test differences of both groups were not found to be statistically significant in the ANOVA analysis. The 5-point Likert scale activity evaluation questionnaire and the content analysis of the interviews showed that the experimental group participants thought shadowing improves pronunciation and overall, participants had positive attitudes towards the shadowing practice.

Exploring Factors Influencing Students' Challenges in Academic Writing: A Qualitative Analysis Based on Student Perspectives

Writing proficiency poses significant challenges for learners of English as a Second Language (ESL) or English Foreign Language (EFL), particularly at the tertiary level where academic essay writing is a requirement. This study delves into the factors contributing to students' difficulties in an Academic Writing course, as perceived by the students themselves. Employing qualitative methods, including open-ended questionnaires and interviews, data were collected from 25 students enrolled in an Academic Writing class for repeaters in the English Language Education Program at a university in Hanoi. Thematic analysis of the responses revealed two main categories of factors influencing students' writing challenges: internal and external. Internal factors encompassed issues such as self-motivation, self-confidence, lack of knowledge, and feelings of pressure, while external factors included the teaching style of instructors, classroom environment, instructional materials, and various aspects of the writing process. The findings of this research aim to assist educators in developing effective teaching strategies for Academic Writing courses, with the goal of alleviating students' difficulties and enhancing their writing proficiency.

"We want our freedom back, that's our only need": a qualitative study of health and social needs among asylum seekers and undocumented migrants crossing the borders from Belarus to Lithuania.

The influx of undocumented migrants and asylum seekers into Lithuania, particularly during the COVID-19 pandemic, presents unique public health challenges. This study employs the Social Determinants of Health framework to explore the healthcare and social needs of this vulnerable population. In May 2022, we carried out a qualitative study through semi-structured interviews with asylum seekers across four centers in Lithuania. Employing both purposive and snowball sampling techniques, we selected participants for our investigation. The study comprised 21 interviews-19 conducted in Arabic and 2 in English-with durations ranging between 20 and 40 min each. We audio-recorded all interviews, transcribed them verbatim, and subsequently performed a thematic analysis using Atlas.ti software. This process of design and analysis strictly followed the principles of thematic analysis as outlined by Braun and Clarke, guaranteeing methodological precision and rigor. 21 interviews revealed critical insights into the healthcare access challenges, mental health issues, and social integration barriers faced by the participants. Key themes included 'Healthcare Needs and the Impact of the COVID-19 Pandemic 'and 'Social needs and Aspirations Amidst Pandemic-Induced Uncertainty '. The findings highlight the multifaceted healthcare and social needs of asylum seekers, juxtaposed against significant barriers they face. Access to medical services is hindered by long waiting times and financial constraints, especially for specialized care such as dental services. Communication issues during medical appointments due to language barriers and the lack of gender-specific healthcare, such as access to gynecological services, further exacerbate the challenges. Additionally, the COVID-19 pandemic introduces hurdles such as limited testing, isolation measures, language-specific information barriers, and insufficient social distancing practices. Mental health has emerged as a critical concern, with asylum seekers reporting significant stress and emotional exhaustion due to uncertainty and restrictive living conditions. Social needs extend to delayed asylum application processes, inconsistent language education opportunities, inadequate clothing, and nutrition that lacks cultural sensitivity, and living conditions characterized by overcrowding and insufficient facilities. The restricted freedom of movement within asylum seeking centres severely impacts their psychological well-being, underscoring a deep longing for autonomy and a better life despite the myriad of challenges faced. The study illustrates the complex interplay between migration, health, and social factors in the context of a global pandemic. It highlights the need for culturally sensitive healthcare services, mental health support, and structured language education programs. Offering educational avenues alongside language courses for children and adults is essential for fostering social inclusion and securing economic prosperity. Addressing the challenge of language barriers is of utmost importance, as these barriers significantly impede undocumented migrants' and asylum seekers employment opportunities and their access to crucial services. The findings emphasized immigration as a health determinant and underscored the importance of inclusive health policies and advocacy for undocumented migrants and asylum seekers' rights and needs. There is an urgent need for comprehensive policies and practices that are grounded in the principles of equity, compassion, and human rights. Additionally, advocating for practice adaptations that are culturally sensitive, linguistically inclusive, and responsive to the unique challenges faced by undocumented migrants and asylum seekers. As global migration continues to rise, these findings are crucial for informing public health strategies and social services that cater to the diverse needs of this vulnerable population.

Cultivating Reading Comprehension Habits to Promote Autonomous English Language Learning among Students at Tuyen Quang School for Excellence (TSE)

In the ever-evolving landscape of English language education, fostering autonomous learning has emerged as a crucial imperative. At Tuyen Quang School for Excellence (TSE), where students aspire to excel in their English proficiency, the cultivation of effective reading comprehension habits holds the key to unlocking their full potential as self-directed learners. This study explores the current state of reading comprehension practices at TSE and proposes a multifaceted approach to cultivate sustainable reading habits that can propel students towards greater autonomy in their English language learning. The research methodology employed a mixed-methods approach, encompassing both quantitative and qualitative data collection. A comprehensive survey of TSE students and in-depth interviews with their English language teachers provided invaluable insights into the challenges, perceptions, and needs surrounding reading comprehension development. The analysis of these findings revealed a clear disconnect between the importance placed on reading comprehension and the students' actual engagement and proficiency levels. To address this gap, the study presents a strategic intervention plan that combines targeted instructional strategies, technology-enhanced learning resources, and a collaborative community-building initiative. By equipping teachers with evidence-based pedagogical techniques, empowering students to take ownership of their reading practices, and fostering a school-wide culture of reading, the proposed framework aims to transform TSE into a vibrant hub of autonomous English language learning. The implementation of this holistic approach is expected to yield tangible improvements in students' reading comprehension skills, foster their intrinsic motivation to engage with English texts, and cultivate a lifelong habit of independent language exploration. The findings of this study hold significant implications for English language education programs in Vietnam and beyond, offering a replicable model for developing self-directed, adaptable, and proficient English language learners.

조선족 학교 학생들의 이중 언어 태도 조사 연구

By examining the complex aspects of language use and attitudes among Korean-Chinese students living in Heilongjiang Province in China, this study aims to analyze the bilingual patterns of Korean-Chinese students from various angles and provide an in-depth understanding of their language usage patterns, attitudes toward language, and how bilingual skills are formed and developed in socio-cultural contexts. In this paper, based on the national public language supply policy at Heilongjiang Korean-Chinese School, a field survey and survey were conducted on students from Heilongjiang Province Korean-Chinese School to accurately grasp the status and attitude of bilingualism in Chinese and Korean. For the conduct of the study, first of all, the survey method and the subject of the survey were confirmed as students of 32 Korean-Chinese schools in Heilongjiang Province. Next, the pattern of bilingualism in Korean and Chinese was analyzed through a survey on language attitude, language status cause, language and character use, and language relationship. Next, the problems of bilingualism were confronted, and a strategy for optimizing bilingualism according to the cause was devised. The results of the survey showed that Korean-Chinese school students were deeply interested in Chinese and Chinese culture. In other words, it was premised that they should be able to accurately recognize the superiority of China's bilingual policy and speak both Korean and standard Chinese, which are the native languages of the Korean people, but it showed the reality that the Korean language ability was weakening day by day compared to Chinese. Therefore, in this paper, the optimization strategies for bilingualism were divided into five categories: language dissemination and education programs, socio-cultural environment encouraging language use, the development of bilingual education programs, home and community support for language use, and policy support for language preservation. Therefore, the Heilongjiang provincial government, schools, and parents should set up an environment where Korean language education can develop soundly through policies and measures to promote full promotion and distribution by developing Korean and Chinese in a balanced manner.

Indonesian higher education students’ perception on critical literacy

Critical literacy is a crucial aspect of education that empowers individuals to analyse, interpret, and evaluate texts critically. Despite its significance, the integration of critical literacy in the Indonesian higher education system remains limited. This study aims to bridge this gap by examining the perceptions of Indonesian higher education students about critical literacy. The research question guiding this study is: What are the perceptions of Indonesian higher education students regarding critical literacy and its importance in the context of their academic and professional development? The study employs a qualitative research design using the single-case study method. Data collection is conducted through interviews, and the data is analysed using case study analysis techniques. The study takes place in an English language education program at a private university in Yogyakarta, Indonesia, which prioritises critical literacy in its curriculum. The findings of this study contributed to the understanding of how Indonesian higher education students perceive and engage with critical literacy and inform strategies to promote critical literacy skills among students. Ultimately, it aims to cultivate a generation of critically literate individuals who can actively engage in social, cultural, and professional contexts, contributing to the development of a knowledgeable and empowered society.

ICT integration into English language teaching-learning: Insights from some private higher education institutions

The integration of technology within language classrooms is a pivotal facet of modern education. Due to this, this study aims to investigate the English lecturers’ views about the use of educational technology in English language classrooms and the English teachers’ implementation strategies about ICT integration into ELE programs in higher education. The study employs a qualitative research approach to facilitate an in-depth exploration and elucidation of its findings. The participants under scrutiny consisted of English lecturers affiliated with English language education study programs situated within private universities located in the West Nusa Tenggara region. The selection of participants was facilitated through the utilization of a convenient sampling method, which was deemed appropriate for the purposes of data collection in this study. In total, the study encompassed the involvement of 25 participants, and it is noteworthy to mention that the composition of this participant pool exhibited certain demographic characteristics. This study used semi-structured interview guidelines as the research instruments. The data analysis process encompassed several key stages, including data condensation, data display, and drawing conclusions. The research findings highlight a diverse landscape of ICT integration among English lecturers in private universities in West Nusa Tenggara, Indonesia. While some educators demonstrate a propensity for innovative and multifaceted technology integration, others exhibit more conventional and hardware-focused approaches. It can be concluded that English lecturers have views about the technology use that should be optimized in the ICT integration within English language education programs.

The Use of Story-Telling Techniques in Classroom: An Empirical Study at Thai Nguyen University

This study investigates the perceptions and experiences of English language teachers and students regarding the use of storytelling techniques in language education. Quantitative data were collected through surveys from 187 students to assess their beliefs regarding the effectiveness of storytelling in enhancing language areas and motivation. Additionally, qualitative interviews were conducted with 12 English language teachers to explore their perspectives on the challenges and benefits of incorporating storytelling into language instruction. Quantitative findings reveal that students generally perceive storytelling as highly effective in enhancing vocabulary acquisition and communicative skills, with varying opinions regarding its impact on grammar enhancement and motivation. English language students tend to exhibit higher levels of motivation and engagement compared to Chinese language students and bi-language students. Qualitative interviews highlight the importance of careful planning, time management, and narrative selection for effective implementation of storytelling techniques. Overall, the study underscores the multifaceted benefits of storytelling in language learning and emphasizes the importance of integrating storytelling activities into language education programs to meet diverse student needs

Задачное обучение русскому языку в Китае в контексте теории усвоения второго языка

As the political, economic, cultural, educational, and scientific-technical collaboration between China and Rus-sia continues to evolve, China's demand for Russian-speaking professionals steadily increases. There is a pressing need for new teaching methodologies that are tailored to national conditions and grounded in second language acquisition theory. One such method is task-based Russian language teaching (Task-based Lan-guage Teaching), which can ensure the preparation of teaching staff capable of meeting the needs of the PRCЭs societal development – that is, Chinese speakers proficient in Russian for teaching it as a second lan-guage within China. The study aims to illuminate how task-based methods facilitate the learning of Russian among Chinese students by promoting active engagement, authentic language use, and the integration of cul-tural insights. Task-based learning emerges as a potent pedagogical approach for teaching Russian in China, aligning with second language acquisition theory by promoting interactive, context-rich language use. The study underscores the need for further research into task design and implementation strategies to maximize the benefits of TBLT for learners of diverse linguistic backgrounds. This exploration into task-based Russian language instruction in China demonstrates the potential of task-based methodologies to significantly enhance second language acquisition through a focus on practical application, interactive learning, and cultural integra-tion. As such, it reinforces the call for educators to incorporate task-based approaches in language teaching programs, tailor-made to the specific linguistic and cultural context of Chinese students learning Russian.

The Effects of Task Based Speaking Instruction on Students’ Speaking Perception as Shambu Secondary School

Task-based speaking tasks offer significant benefits to students by providing opportunities to use the target language to convey meaning and engage with real-world topics and tasks. This approach allows students to draw upon their prior knowledge and background experiences to express opinions and ideas effectively. In line with this, the present study aims to investigate the effects of Task-Based Speaking Instruction (TBSI) on the speaking perceptions of students at Shambu Secondary School during speaking skill performances. To achieve this goal, two intact classes were selected from Shambu Secondary School. The treatment group underwent a twelve-week teaching program implementing TBSI, while the comparison group received conventional instruction as per usual practice. Data for this mixed-methods study were collected through speaking perception questionnaires, and both quantitative and qualitative analyses were employed. Quantitative analysis, utilizing ANCOVA, revealed that TBSI positively influenced students' English speaking perception, particularly in areas related to their speaking performances during English language learning. Furthermore, thematic analysis of interview data uncovered several themes highlighting the benefits of TBSI on students' perceptions of their speaking skills performance. In conclusion, the findings of this study have implications for various stakeholders, including educators, policymakers, and curriculum developers. By recognizing the positive impact of TBSI on students' speaking perceptions, educators can consider integrating this approach into their teaching practices to enhance students' language learning experiences. Policymakers and curriculum developers are encouraged to support the implementation of TBSI in language education programs, thereby fostering the development of effective speaking skills among students.

The Influence of Internal and External Factors on Arabic Language Learning Interest among Arabic Language Education Students

Arabic language learning in the Arabic Language Education program at State Islamic University Sultan Aji Muhammad Idris Samarinda faces diverse challenges due to varying student interests. Interest, defined as attention and pleasure towards learning, is influenced by internal and external factors. The study aimed to assess these factors' impact on student interest. Employing quantitative methods, the research used multiple linear regression analysis on a sample of 75 third-semester students, utilizing observation, interviews, surveys, questionnaires, and documentation. Results revealed significant positive influence of internal factors on student interest (t-value = 3.385 > 1.993), while external factors exhibited significant, partially positive impact (t-value = -2.294 > 0.432) with some negative effects. Findings emphasize the need for students to recalibrate their intent and determination in Arabic language learning. They should also address external influences to maintain interest during their academic journey.

The use of Rosetta Stone as learning media to improve students' speaking

The study addressed the impact of the Rosetta Stone tool on improving English speaking skills. The research aimed to determine the contribution of the Rosetta Stone tool as a learning medium to enhance the English speaking skills of high school students at Liceo Cristiano Israel. A mixed qualitative-quantitative approach and a non-experimental design were employed. Data collection methods included surveys, document review, and checklists. Analysis focused on learning outcomes, student satisfaction, learning difficulties, and measuring the contribution of Rosetta Stone to the English curriculum. The sample consisted of 29 intentionally selected high school students: 10 from the first level, 7 from the second level, and 12 from the third level. Results showed a significant correlation between the use of Rosetta Stone and progress in English speaking, supporting the tool's effectiveness. There was a highlighted need to integrate technological tools to enhance language teaching and adapt educational approaches to promote communicative skills. The reliability of instruments was high (0.83), supporting the validity of the collected data. Rosetta Stone proved to be an effective resource for developing English speaking skills in high school students, suggesting the importance of its integration into language teaching programs to promote meaningful learning and effective communication.

STUDENTS’ LIVED EXPERIENCE OF SOCIAL ADJUSTMENT IN INTERNATIONAL CREDIT TRANSFER PROGRAM: A PHENOMENOLOGICAL STUDY

This study aims to look into the social experiences of students in the seventh semester of Universitas Muhammadiyah Kendari's English language education program who have completed the International Credit Transfer program at Nueva Ecija University of Science and Technology in the Philippines. A phenomenological research design was used to conduct the study. The participants of this study were four students. Two of the four students were male, while the other two were female. Semi-structured interviews were conducted face-to-face with each participant. The findings showed that the ICT program provided the students with valuable experiences that broadened their perspectives, improved communication skills, and enhanced their ability to accept and adapt to diverse social environments.

Erasing Race and Disability from Educational Policies of a Chinese–English Dual Language Charter School

Background or Context: There is increasing research focusing on dual language (DL) education program policies and practices regarding who has access to bilingualism and whose bilingualism is valued and represented. However, limited research is situated in the context of Chinese–English DL education and its service of emergent bilingual learners with disabilities (EBLWDs). Purpose, Objective, Research Question, or Focus of Study: The current study examines DL policy documents from one Chinese–English DL charter school to answer the following research question: How do a Chinese–English DL charter school’s policies and practices address racial and disability injustice? Research Design: Textual analysis is conducted to examine publicly available educational policy documents from school, district, and parent-hosted websites; photos from school Facebook pages; and meeting minutes from the school principal, with permission. Conclusions or Recommendations: Drawing from a Disability Critical Race (DisCrit) stance, this study reveals textual silences on disability and race and the exclusion of EBLWDs through no-excuses accountability policies. Discourses of elite bilingualism and neoliberalism are perpetuated and reproduced by White, nondisabled, middle-class, English-speaking families who control the right to make policy decisions. These discourses shape the lived experiences of EBLWDs, who are deemed as deviant for their racial/ethnic identities and deficient for disability and linguistic status, and are thus denied access to bilingual DL education.

University Students' Perception of Indonesian Language Learning Innovation-Based Podcast

In the evolving landscape of digital education, integrating innovative tools into language learning is crucial for enhancing student engagement and accessibility. This study examines the incorporation of podcasts, defined as episodic digital audio content accessible via the internet, in Indonesian language learning at the university level. Utilizing a descriptive qualitative methodology, the research focuses on 32 students from the Indonesian Language Education program at Bung Hatta University. Despite general familiarity among students with podcasts, their application as an educational tool for Indonesian language instruction is infrequent within this program. Data were collected through surveys comprising multiple-choice and essay questions, administered through Google Forms. Findings suggest a need for Indonesian language educators to more actively integrate podcasts into their teaching strategies, leveraging this medium's potential to enhance accessibility and engagement in language learning. The implications of this research highlight the importance of adopting digital audio content as a complementary tool in language education, encouraging educators to explore innovative methods to enrich the learning experience and improve student outcomes.

The Impact of Phonological Variation on Speech Perception and

Purpose: The general aim of the study was to examine the impact of phonological variation on speech perception and production.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings reveal that there exists a contextual and methodological gap relating to phonological variation on speech perception and production. Preliminary empirical review revealed that that phonological variation significantly influences both speech perception and production processes. It highlighted the complex interplay between phonological variation, social factors, cultural context, and cognitive mechanisms. Moreover, the study emphasized the importance of addressing phonological variation in language education, clinical practice, and intercultural communication to promote inclusive communication practices in diverse settings. Overall, the findings contribute to a deeper understanding of language diversity and its implications for communication.
 Unique Contribution to Theory, Practice and Policy: Labov's theory of Variationist Sociolinguistics, Optimality theory and Speech Accommodation theory may be used to anchor future studies on phonological variation on speech perception and production. The study provided valuable recommendations that contributed to theoretical understanding, practical communication outcomes, and language policy decisions. It integrated insights from phonological variation research into linguistic theories, recommended the integration of phonological training into language instruction programs, and emphasized the importance of inclusive language policies. Additionally, the study suggested interventions to improve communication effectiveness, bridge communication gaps, address language disorders, and promote linguistic diversity. By incorporating these recommendations, stakeholders worked towards enhancing communication and fostering linguistic inclusivity across diverse linguistic contexts.

Idiosyncratic Expression: Analysis of the Junior Students’ Paragraph Writing Test

The study analyzes the errors in the idiosyncratic expressions of 2nd-semester undergraduates in the English Language Education Program at Tanjungpura University. The objectives of the study are to describe the types of errors encountered in the students’ idiosyncratic expressions. The method of research is descriptive. The research participants were the 2nd-semester undergraduate students of the English Language Education Program of Tanjungpura University. The data were collected from corpora written by the students. Idiosyncrasy occurred in the students’ text. 187 constructions, out of 244, were deemed idiosyncratic. the types of errors found in the students’ idiosyncratic expressions were verb form errors (24,60%), subject and verb agreement errors (19,25%), plurality errors (9,63%), pronoun errors (9,09%), preposition errors (9,63%), verb tense errors (8,56%), word form errors (8,56%), article errors (5,88%) and word order errors (4,81%).

Revitalizing Arabic Language Learning: The Role of Technology in Improving Language Proficiency

The use of technology can create a more interactive atmosphere in Maharatul Qira'ah Al-Mutawassithah subject. The purpose of this research is to identify the role and forms of technology implementation in learning, as well as the format of technology-based learning evaluation. This study employs a qualitative approach with a case study conducted in the Intensive third semester of the Arabic Language Education Program, at STIT Darul Fattah Bandar Lampung. The research findings indicate that the lecturer has utilized technology in the teaching and learning process of Maharatul Qira'ah Al-Mutawassithah, including the delivery of subject materials, learning tools, and learning evaluation. Various applications and devices were employed, such as a laptop, projector, Microsoft PowerPoint, Mentimeter, WiFi, online learning platforms, YouTube, e-books, Quizizz, and digital portfolios. Based on the research findings, it is evident that the use of technology in the learning process significantly contributes to enhancing motivation and interaction during the course. As a result, the Mid-Semester evaluation revealed a remarkable improvement in learning outcomes compared to the Maharatul Qira'ah Al-Asasiyah course taught in the previous semester by the students.

A Programme Evaluation Study: The Case of English Language Teaching Programme

This case study aims to contribute to the relevant literature as it is one of the first studies to evaluate the English language teaching programme launched by the Council of Higher Education in Türkiye in 2018 from the perspective of graduate students. The data were gathered through two questionnaires and semi-structured interviews. The data analysis revealed the merits and aspects of the programme that need improvement and revision. The graduates reported their high and low competence in various areas. The ELT methodology component was deemed effective, whereas general culture courses were not found to be that effective. In other words, they stated that general culture courses made the least contribution to their teacher competencies, while ELT methodology courses made the biggest impact. The graduates suggested the following to improve the programme: more opportunities for teaching practice should be offered; the medium of instruction for general education and general culture courses should be English; there should be courses which can cultivate their emotional intelligence; and there should be more focus on inclusive and special education. The findings bear implications for the teacher educators who are in the process of revising the teacher education programme by the authority delegation decision made by CoHE in 2020.

FOREIGN LANGUAGE EDUCATION PROGRAMS DURING EMERGENCY REMOTE TEACHING PERIODS

Acil uzaktan eğitim, özellikle pandemi ve doğal afet gibi olağanüstü durumlar nedeniyle yaygınlaşmış ve eğitimde önemli değişikliklere yol açmıştır. Bu durum, öğrencilerin, öğretim materyallerinin, öğretim stratejilerinin ve programların uzaktan eğitimdeki performansını değerlendirmeyi önemli kılmaktadır. Bu çalışma, Türkiye'deki yabancı dil öğretmenliği programlarının acil uzaktan eğitim dönemlerindeki etkinliğini ve öğrenci çıktılarını değerlendirmeyi amaçlamaktadır. Trakya Üniversitesi Eğitim Fakültesi'nde Almanca ve İngilizce Öğretmenliği programlarından amaçlı örnekleme yöntemi yoluyla seçilen 20 dördüncü sınıf öğrencisi üzerinde yürütülen bu nitel araştırma, yarı yapılandırılmış görüşmeler ve odak grup görüşmeleri aracılığıyla gerçekleştirilmiştir. Elde edilen veriler içerik analizi yöntemiyle değerlendirilmiş ve çeşitli temalar doğrultusunda çıkarımlar yapılmıştır. Araştırma, yabancı dil öğretmenliği programlarının uzaktan eğitim süreçlerindeki güçlü yönlerini ve geliştirilmesi gereken alanları belirleyerek, programların daha etkili hale getirilmesine katkı sağlamayı amaçlamaktadır. Bu bağlamda, öğretmen adaylarının görüşlerinin detaylı bir şekilde ele alındığı bu çalışmanın, yabancı dil öğretmenliği programlarının acil uzaktan eğitim süreçlerinde daha etkili hale getirilmesi için önemli bir referans kaynağı olacağı düşünülmektedir.