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Sivil Havacılık Öğrencilerinin Kelime Öğreniminde Çevrimiçi Etkileşimli Etkinlikler ile Ders Kitaplarına Yönelik Bakış Açıları

Year 2024, Volume: 9 Issue: 2, 211 - 230, 25.12.2024

Kenan Bozkurt , Ali Karakaş

https://doi.org/10.47479/ihead.1458665

Abstract

Daha kapsamlı bir araştırmanın parçası olan bu çalışma, Türk havacılık öğrencilerinin İngilizce terminolojiyi öğrenmek için geleneksel ders kitabı alıştırmalarına karşı oyunlarla çevrimiçi etkileşimli kelime etkinliklerini kullanma konusundaki bakış açılarını araştırmıştır. Karma yöntemli bir çalışmanın yalnızca nitel aşamasına odaklanan bu çalışmada, öğrencilerin deneyimleri ve tercihleri hakkında daha derinlemesine bilgi edinmek için görüşmeler ve odak grup tartışmaları analiz edilmiştir. Bulgular, deney grubunun, bağlamsallaştırılmış pratiğe olanak tanıyan çevrimiçi etkileşimli etkinlikler aracılığıyla dinleme, yazma ve kelime bilgisi becerilerinde önemli ölçüde daha fazla gelişme algıladığını ortaya koymuştur. Ancak, karşılaşılan zorluklar arasında yetersiz ön dil hazırlığı ve değerlendirme zorlukları yer aldı. Genel olarak, çevrimiçi interaktif kelime oyunları, ders kitabı alıştırmalarına kıyasla motivasyonu, kalıcılığı ve başarıyı artırdı, ancak öneriler arasında yüz yüze eğitim, çeşitli materyaller ve hazırlık eğitimi ile desteklenmesi yer aldı. Öğrenci bakış açıları, havacılık iletişimi ve güvenliği için çok önemli olan özel kelime dağarcığına hâkim olmak için etkileşimli, deneyimsel yöntemlerin en etkili yöntem olduğunu vurgulamıştır.

Keywords

Havacılık İngilizcesi Etkileşimli kelime öğretimi etkinlikleri Ders kitabı etkinlikleri öğrenci bakış açıları

References

  • Aiguo, W. (2008). Reassessing the position of aviation English: From a special language to English for specific purposes. Journal of Applied Psychology, 15, 151–163.
  • Alemi, M. (2010). Educational games as a vehicle to teaching vocabulary. The Modern Journal of Applied Linguistics, 2(6), 425-438.
  • Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Procedia - Social and Behavioral Sciences, 98, 286–291. https://doi.org/10.1016/j.sbspro.2014.03.418
  • Aydoğan, H. (2017). English vocabulary and grammar difficulties encountered among Turkish Students: A case study at a Turkish state university. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 550-562. https://doi.org/10.17240/aibuefd.2017.17.30227-326349
  • Bani‐Salameh, Z. A., Kabilan, M. K., & Bani‐Salalmeh, L. (2011). Utilising multimedia ESP programme in enhancing flight attendants’ safety knowledge and problem solving skills. British Journal of Educational Technology, 42(6), 1003-1015. https://doi.org/10.1111/j.1467-8535.2010.01124.x
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage Publications.
  • Cutting, J. (2012). English for airport ground staff. English for Specific Purposes, 31(1), 3-13. https://doi.org/10.1016/j.esp.2011.06.002
  • Demirbilek, M., Yılmaz, E., & Tamer, S. (2010). Second language instructors’ perspectives about the use of educational games. Procedia-Social and Behavioral Sciences, 9, 717-721. https://doi.org/10.1016/j.sbspro.2010.12.223
  • Dinçer, N., & Dinçer, R. (2021). The effect of a serious game on aviation vocabulary acquisition. International Journal of Serious Games, 8(4), 49-63. https://doi.org/10.17083/ijsg.v8i4.464
  • Dolati, R., & Mikaili, P. (2011). Effects of instructional games on facilitating students' vocabulary learning. Australian Journal of Basic and Applied Sciences, 5(11), 1218-1224.
  • Donmus, V. (2010). The use of social networks in educational computer-game based foreign language learning. Procedia-Social and Behavioral Sciences, 9, 1497–1503. https://doi.org/10.1016/j.sbspro.2010.12.355
  • Doolittle, P. E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1), 72-104. https://doi.org/10.1080/00933104.2003.10473216
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
  • Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107
  • Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press. ICAO Sarps-standards and recommended practices & nbsp;//.SARPs-Standards and Recommended Practices. (n.d.). https://www.icao.int/safety/SafetyManagement/Pages/SARPs.aspx
  • ICAO (International Civil Aviation Organization). (n.d.). Language proficiency. https://www.icao.int/safety/OPS/OPS-Section/Pages/Language-proficency.aspx
  • Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260
  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  • Mackay, R., & Mountford, A. (1978). English for specific purposes: A case study approach. Longman.
  • Muhammad, J., & Varol, A. (2019). Difficulty of learning English language by Turkish nationalities and learning Turkish language by foreign students in Turkey: A case study for Elazig metropolis. Turkish Journal of Science and Technology, 14(2), 85-89.
  • O’Dell, F. (1997). Incorporating vocabulary into the syllabus. In N. Schmitt & M. McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy (pp. 258-278). Cambridge University Press.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9781139524490
  • Oxford, R. (2011). Teaching and researching language learning strategies. Harlow: Pearson Education.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.
  • Özer, B. (2002). İlköğretim ve ortaöğretim okullarinin eğitim programlarinda öğrenme staratejileri. Eğitim Bilimleri ve Uygulama, 1(1), 17-32.
  • Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45, 255–287. https://doi.org/10.1037/h0084295
  • Pinem, Y. A. (2009, September 12-16). Computer-assisted vocabulary learning: The power of gaming on Sstudents’ English vocabulary achievement [Oral presentation]. ELTL Conference Proceedings,Toulouse, France.
  • Ruben, B. D. (1999). Simulations, games, and experience-based learning: The quest for a new paradigm for teaching and learning. Simulation & Gaming, 30(4), 498–505. https://doi.org/10.1177/104687819903000409
  • Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221-238. https://doi.org/10.1080/10573560590949359
  • Saffarian, R., & Gorjian, B. (2012). Effect of computer-based video games for vocabulary acquisition among young children: An experimental study. Journal of Comparative Literature and Culture, 1(3), 44-48.
  • Sanaoui, R. (1995). Adult learners’approach to learning vocabulary in second languages. Modern Language Journal, 79(1), 15-28. https://doi.org/10.1111/j.1540-4781.1995.tb05410.x
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
  • Septida, D. (2020, August). ESL games+: a modern online game in teaching vocabulary for young learners. In Eighth International Conference on Languages and Arts (ICLA-2019) (pp. 298-301). Atlantis Press. https://doi.org/10.2991/assehr.k.200819.060
  • Stott, N. (2001). Helping ESL students become better readers: Schema theory applications and limitations. The internet TESL Journal, 7(11), 1-10.
  • Tebeweka, S. N. (2021). The impact of digital games on English vocabulary learning in middle school in Sweden (ages 9-12). Retrived from https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1592059&dswid=-1197
  • Thornburry, S. (2002). How to teach vocabulary. England Pearson Education Limited.
  • Turgut, Y., & İrgin, P. (2009). Young learners’ language learning via computer games. Procedia-Social and Behavioral Sciences, 1, 760–764. https://doi.org/10.1016/j.sbspro.2009.01.135
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Wang, A. (2011). A methodological probe to aeronautical English vocabulary instruction. Open Journal of Modern Linguistics, 1(02), 45-51. https://doi.org/10.4236/ojml.2011.12007
  • Wang, S. (2014). Collaboration factors and quality of learning experience on interactive mobile assisted social e-learning. The Turkish Online Journal of Educational Technology 13(2), 24-34.
  • Williams, J. N. (2006). Associationism and connectionism. In K. Brown (Ed.), Encyclopedia of language & linguistics (2nd ed., pp. 559-562). Elsevier Science. https://doi.org/10.1016/B0-08-044854-2/01585-6
  • Wood, J. (2001). Can software support children’s vocabulary development? Language Learning & Technology, 5(1), 166–201.
  • Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational media international, 43(3), 233-249. https://doi.org/10.1080/09523980600641445

Civil Aviation Students’ Perspectives on Interactive Online Activities versus Textbooks in Vocabulary Learning

Year 2024, Volume: 9 Issue: 2, 211 - 230, 25.12.2024

Kenan Bozkurt , Ali Karakaş

https://doi.org/10.47479/ihead.1458665

Abstract

This study, as part of a larger research investigation, explored Turkish aviation students’ perspectives on using interactive online vocabulary activities with games versus traditional textbook exercises for learning English terminology. Focusing solely on the qualitative phase of a mixed- methods study, this study analyzed interviews and focus groups to gain deeper insights into students’ experiences and preferences. Findings revealed that the experimental group perceived significantly greater improvements in listening, writing, and vocabulary skills through the interactive online activities which allowed contextualized practice. However, challenges included insufficient prior language preparation and difficult assessments. Overall, interactive online vocabulary games enhanced motivation, retention, and achievement compared to textbook exercises, though recommendations included supplementing with face-to-face instruction, diverse materials, and preparatory training. Student perspectives highlighted interactive, experiential methods as the most effective for mastering the specialized vocabulary crucial for aviation communication and safety.

Keywords

Aviation English Interactive Vocabulary Activities Textbook Activities Student Perspectives

Ethical Statement

It was declared to be in compliance with the ethical principles with the decision of Mehmet Akif Ersoy University Ethics Committee dated 07.07.2021 and numbered 2021/07.

References

  • Aiguo, W. (2008). Reassessing the position of aviation English: From a special language to English for specific purposes. Journal of Applied Psychology, 15, 151–163.
  • Alemi, M. (2010). Educational games as a vehicle to teaching vocabulary. The Modern Journal of Applied Linguistics, 2(6), 425-438.
  • Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Procedia - Social and Behavioral Sciences, 98, 286–291. https://doi.org/10.1016/j.sbspro.2014.03.418
  • Aydoğan, H. (2017). English vocabulary and grammar difficulties encountered among Turkish Students: A case study at a Turkish state university. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 550-562. https://doi.org/10.17240/aibuefd.2017.17.30227-326349
  • Bani‐Salameh, Z. A., Kabilan, M. K., & Bani‐Salalmeh, L. (2011). Utilising multimedia ESP programme in enhancing flight attendants’ safety knowledge and problem solving skills. British Journal of Educational Technology, 42(6), 1003-1015. https://doi.org/10.1111/j.1467-8535.2010.01124.x
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage Publications.
  • Cutting, J. (2012). English for airport ground staff. English for Specific Purposes, 31(1), 3-13. https://doi.org/10.1016/j.esp.2011.06.002
  • Demirbilek, M., Yılmaz, E., & Tamer, S. (2010). Second language instructors’ perspectives about the use of educational games. Procedia-Social and Behavioral Sciences, 9, 717-721. https://doi.org/10.1016/j.sbspro.2010.12.223
  • Dinçer, N., & Dinçer, R. (2021). The effect of a serious game on aviation vocabulary acquisition. International Journal of Serious Games, 8(4), 49-63. https://doi.org/10.17083/ijsg.v8i4.464
  • Dolati, R., & Mikaili, P. (2011). Effects of instructional games on facilitating students' vocabulary learning. Australian Journal of Basic and Applied Sciences, 5(11), 1218-1224.
  • Donmus, V. (2010). The use of social networks in educational computer-game based foreign language learning. Procedia-Social and Behavioral Sciences, 9, 1497–1503. https://doi.org/10.1016/j.sbspro.2010.12.355
  • Doolittle, P. E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1), 72-104. https://doi.org/10.1080/00933104.2003.10473216
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
  • Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107
  • Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press. ICAO Sarps-standards and recommended practices & nbsp;//.SARPs-Standards and Recommended Practices. (n.d.). https://www.icao.int/safety/SafetyManagement/Pages/SARPs.aspx
  • ICAO (International Civil Aviation Organization). (n.d.). Language proficiency. https://www.icao.int/safety/OPS/OPS-Section/Pages/Language-proficency.aspx
  • Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260
  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
  • Mackay, R., & Mountford, A. (1978). English for specific purposes: A case study approach. Longman.
  • Muhammad, J., & Varol, A. (2019). Difficulty of learning English language by Turkish nationalities and learning Turkish language by foreign students in Turkey: A case study for Elazig metropolis. Turkish Journal of Science and Technology, 14(2), 85-89.
  • O’Dell, F. (1997). Incorporating vocabulary into the syllabus. In N. Schmitt & M. McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy (pp. 258-278). Cambridge University Press.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9781139524490
  • Oxford, R. (2011). Teaching and researching language learning strategies. Harlow: Pearson Education.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.
  • Özer, B. (2002). İlköğretim ve ortaöğretim okullarinin eğitim programlarinda öğrenme staratejileri. Eğitim Bilimleri ve Uygulama, 1(1), 17-32.
  • Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45, 255–287. https://doi.org/10.1037/h0084295
  • Pinem, Y. A. (2009, September 12-16). Computer-assisted vocabulary learning: The power of gaming on Sstudents’ English vocabulary achievement [Oral presentation]. ELTL Conference Proceedings,Toulouse, France.
  • Ruben, B. D. (1999). Simulations, games, and experience-based learning: The quest for a new paradigm for teaching and learning. Simulation & Gaming, 30(4), 498–505. https://doi.org/10.1177/104687819903000409
  • Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221-238. https://doi.org/10.1080/10573560590949359
  • Saffarian, R., & Gorjian, B. (2012). Effect of computer-based video games for vocabulary acquisition among young children: An experimental study. Journal of Comparative Literature and Culture, 1(3), 44-48.
  • Sanaoui, R. (1995). Adult learners’approach to learning vocabulary in second languages. Modern Language Journal, 79(1), 15-28. https://doi.org/10.1111/j.1540-4781.1995.tb05410.x
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
  • Septida, D. (2020, August). ESL games+: a modern online game in teaching vocabulary for young learners. In Eighth International Conference on Languages and Arts (ICLA-2019) (pp. 298-301). Atlantis Press. https://doi.org/10.2991/assehr.k.200819.060
  • Stott, N. (2001). Helping ESL students become better readers: Schema theory applications and limitations. The internet TESL Journal, 7(11), 1-10.
  • Tebeweka, S. N. (2021). The impact of digital games on English vocabulary learning in middle school in Sweden (ages 9-12). Retrived from https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1592059&dswid=-1197
  • Thornburry, S. (2002). How to teach vocabulary. England Pearson Education Limited.
  • Turgut, Y., & İrgin, P. (2009). Young learners’ language learning via computer games. Procedia-Social and Behavioral Sciences, 1, 760–764. https://doi.org/10.1016/j.sbspro.2009.01.135
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Wang, A. (2011). A methodological probe to aeronautical English vocabulary instruction. Open Journal of Modern Linguistics, 1(02), 45-51. https://doi.org/10.4236/ojml.2011.12007
  • Wang, S. (2014). Collaboration factors and quality of learning experience on interactive mobile assisted social e-learning. The Turkish Online Journal of Educational Technology 13(2), 24-34.
  • Williams, J. N. (2006). Associationism and connectionism. In K. Brown (Ed.), Encyclopedia of language & linguistics (2nd ed., pp. 559-562). Elsevier Science. https://doi.org/10.1016/B0-08-044854-2/01585-6
  • Wood, J. (2001). Can software support children’s vocabulary development? Language Learning & Technology, 5(1), 166–201.
  • Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational media international, 43(3), 233-249. https://doi.org/10.1080/09523980600641445
There are 44 citations in total.

Details

Primary Language English
Subjects Social and Humanities Education (Excluding Economics, Business and Management), Other Fields of Education (Other)
Journal Section Articles
Authors

Kenan Bozkurt 0000-0002-4909-7152

Ali Karakaş 0000-0002-9790-8562

Publication Date December 25, 2024
Submission Date March 25, 2024
Acceptance Date July 29, 2024
Published in Issue Year 2024Volume: 9 Issue: 2

Cite

APA Bozkurt, K., & Karakaş, A. (2024). Civil Aviation Students’ Perspectives on Interactive Online Activities versus Textbooks in Vocabulary Learning. Ihlara Eğitim Araştırmaları Dergisi, 9(2), 211-230. https://doi.org/10.47479/ihead.1458665
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Dear Colleagues,
We are very pleased to announce that the latest issue of IHEAD (Vol. 9- Iss. 1) has been released. We kindly want to express our speacial thanks to the editorial board members, reviewers, and authors for their invaluable contribution to this issue. Also, we are delighted to announce that the next issue (Vol. 9- Iss. 2) of the IHEAD will be available online in December, 2024. As of January, 2024, IHEAD has been accepting submissions in English along with Turkish. Handling your papers within the scope education for the next issue will be a great pleasure for us. Many thanks in advance for your contributions.
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