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Academic Listening and Reading Problems in the Mother Tongue: Why Don’t Undergraduate Students Understand?

Year 2024, Volume: 12 Issue: 4, 940 - 957, 31.10.2024

Efecan Karagöl , Canan Tunç Şahin

https://doi.org/10.16916/aded.1537573

Abstract

This study aims to identify the academic listening and reading challenges undergraduate students face in their mother tongue. The study was designed following a qualitative approach, and the opinions of forty-three students and five faculty members, along with daily logs and observations, were evaluated. The data were analyzed using the content analysis technique. The findings indicate that students emphasized that faculty members’ reliance on reading directly from slides makes their teaching styles monotonous. Moreover, since slides are perceived as pre-prepared materials, students tend to disengage from active listening in class. Additionally, difficulties in organizing large amounts of scattered information and deficiencies in note-taking skills emerged as notable challenges in academic listening. Regarding academic reading, students reported struggling with access to academic texts, the complex language of these texts, and identifying key information within them. As a solution to these issues, there is a need for supportive training to enhance students' academic listening and reading skills.

Keywords

Academic listening academic reading academic language undergraduate education

References

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Ana Dilinde Akademik Dinleme ve Okuma Sorunları: Lisans Öğrencileri Neden Anlamıyor?

Year 2024, Volume: 12 Issue: 4, 940 - 957, 31.10.2024

Efecan Karagöl , Canan Tunç Şahin

https://doi.org/10.16916/aded.1537573

Abstract

Bu araştırmanın amacı, lisans öğrencilerinin ana dilinde akademik dinleme ve okuma sorunlarını belirlemektir. Nitel yaklaşıma göre tasarlanan araştırmada kırk üç öğrenci ve beş akademisyenin görüşleri ile günlük ve gözlemler değerlendirilmiştir. Veriler, içerik analizi tekniğiyle çözümlenmiştir. Araştırmanın sonucunda öğrenciler, akademisyenlerin slayt okuyarak ders anlatmalarının öğretim tarzlarını sıkıcı hâle getirdiğini vurgulamıştır. Ayrıca slaytlar hazır materyal olarak görüldüğünden öğrenciler sınıfta aktif dinlemeden kopmaktadır. Bunun yanı sıra dağınık ve çok sayıda bilgiyi sınıflandıramama ile not alma becerisinin yetersizliği de akademik dinlemede dikkat çeken bulgular arasındadır. Öğrenciler, akademik okumada akademik metinlere erişememe, metinlerin karmaşık dili ve metinlerde önemli bilgiyi belirleyememe gibi sorunlarla karşılaşmaktadır. Bu sorunların giderilmesi için akademik dinleme ve okuma becerilerinin geliştirilmesine yönelik destekleyici eğitimlere ihtiyaç duyulmaktadır.

Keywords

Akademik dinleme akademik okuma akademik dil lisans eğitimi

Ethical Statement

Araştırma ve Yayın Etiği Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Etik Kurul İzni Kurul adı = Zonguldak Bülent Ecevit Üniversitesi İnsan Araştırmaları Etik Kurulu Karar tarihi= 28.03.2023 Belge sayı numarası= 291504

References

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  • Astika, G. ve Kurniawan, A. (2010). The challenges of using TED Talks as authentic resources of academic listening for EFL university students. Linguistics, 9, 589-598. https://doi.org/10.17509/ijal.v9i3.23209
  • European Commission (2005). Proposal for a recommendation of the European Parliament and of the council on key competences for lifelong learning. https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52005PC0548
  • Benson, M. J. (1989). The academic listening task: A case study. TESOL Quarterly, 23(3), 421-445. https://doi.org/10.2307/3586919
  • Bernhardt, E. B. (2011). Understanding advanced second-language reading. Routledge.
  • Chaudron, C., ve Richards, J. C. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7(2), 113-127. https://doi.org/10.1093/applin/7.2.113
  • Christian, O. A. (2018). Listening proficiency: Challenges in classroom dynamics. Apostolate of language and linguistics: A Festschrift in Honour of Professor Emmanuel Okonkwo Ezeani, 44-52. http://www.jmel.com.ng/books/profezeani/index.htm
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  • Durmuşoğlu Köse, G., Yüksel, İ., Öztürk, Y. ve Tömen, M. (2019). Turkish academics’ foreign language academic literacy: A needs analysis study. International Journal of Instruction, 12(1), 717-736.
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  • Ferris, D. ve Tagg, T. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2), 297-320. https://doi.org/10.2307/3588145
  • Fitriana, M. (2018). Students' reading strategies in comprehending academic reading: A case study in an Indonesian private collage. International Journal of Language Education, 2(2), 43-51.
  • Flowerdew, J. (1994). Academic listening: Research perspectives. Cambridge University Press.
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  • Golkar, M., ve Yamini, M. (2007). Vocabulary, proficiency and reading comprehension. The Reading Matrix, 7(3), 88-112.
  • Gorzycki, M., Desa, G., Howard, P. J. ve Allen, D. D. (2020). “Reading is important,” but “I don't read”: Undergraduates’ experiences with academic reading. Journal of Adolescent & Adult Literacy, 63(5), 499-508. https://doi.org/10.1002/jaal.1020
  • Gorzycki, M., Howard, P., Allen, D., Desa, G. ve Rosegard, E. (2016). An exploration of academic reading proficiency at the university level: A cross-sectional study of 848 undergraduates. Literacy Research and Instruction, 55(2), 142-162. https://doi.org/10.1080/19388071.2015.1133738
  • Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
  • Gu, P. Y. (2003). Vocabulary learning in a second language: person, task, context and strategies. TESL-EJ, 7(2), 1-25.
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Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Articles
Authors

Efecan Karagöl 0000-0003-0331-8009

Canan Tunç Şahin 0000-0003-0997-2124

Early Pub Date October 30, 2024
Publication Date October 31, 2024
Submission Date August 23, 2024
Acceptance Date October 12, 2024
Published in Issue Year 2024 Volume: 12 Issue: 4

Cite

APA Karagöl, E., & Tunç Şahin, C. (2024). Ana Dilinde Akademik Dinleme ve Okuma Sorunları: Lisans Öğrencileri Neden Anlamıyor? Ana Dili Eğitimi Dergisi, 12(4), 940-957. https://doi.org/10.16916/aded.1537573

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