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

Kenan Bozkurt; Ali Karakaş

doi:10.47479/ihead.1458665

EN TR

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

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

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

Öz

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.

Anahtar Kelimeler

Etik Beyan

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.

Kaynakça

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

Ayrıntılar

Birincil Dil

İngilizce

Konular

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi, İşletme ve Yönetim Hariç) , Alan Eğitimleri (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Kenan Bozkurt
0000-0002-4909-7152
Türkiye

Ali Karakaş ^*
0000-0002-9790-8562
Türkiye

Yayımlanma Tarihi

25 Aralık 2024

Gönderilme Tarihi

25 Mart 2024

Kabul Tarihi

29 Temmuz 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 9 Sayı: 2

DOI

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

IZ

https://izlik.org/JA42GN28BE

Kaynak Göster

RIS / Bibtex

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

Cited By

A New Perspective on English Coursebooks: High School Students' Evaluations in the Turkish Context

Kuramsal Eğitimbilim

https://doi.org/10.30831/akukeg.1763782