Yabancı Dil Olarak İngilizce Öğretim Elemanlarının Kişiselleştirilmiş Öğrenme Algıları

Abstract

Technology has a great opportunity for providing personalization in education. Thus, personalized learning has come to the agenda more than ever. However, it is not known how educators perceive personalized learning. Hence, this study aimed at identifying EFL (English as a Foreign Language) instructors' perceptions of personalized learning and personalized language learning. The study adopted a qualitative research and 8 EFL instructors participated in the study. An open-ended questionnaire form that was developed by the researcher was used in order to collect data. The data were gathered in an online setting. The data were analyzed through content analysis. The findings showed that the instructors defined personalized learning as a learning approach that was regulated to the learners' needs, interests, paces, strengths and weaknesses. On the other hand, the instructors of this study thought that individualized learning and personalized learning were the same concepts as both of them took learners' needs and interests into consideration. Moreover, they believed that technology provided lots of tools for personalized learning so its contribution was very important.