Araştırma Makalesi
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Yıl 2023, Cilt: 10 (Special Issue), 45 - 70, 29.10.2023

Cavide Demirci Sedef Çelik

https://doi.org/10.59409/ojer.1359998

Öz

Kaynakça

  • Albirini, A.(2006). Teachers' attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers & Education 47, 373–398. https://doi.org/10.1016/j.compedu.2004.10.013
  • Ali, H.O. (2010). Administrators', teachers' and students' perceptions about the benefits of and barriers to tell at Konya University. [Unpublished Master’s Thesis], Bilkent University, Ankara.
  • Babushkina, L. E., Eremkina, N. I., Porchesku, G. V., Rublеva, O. S., & Nikulina, E. G. (2022). Influence of digital services of infographics on effectiveness of mnemonics when teaching foreign language vocabulary. Perspectives of Science & Education, 55(1). http:// doi.org/ 10.32744/pse.2022.1.15
  • Beşkardeş, S.(2007). Üstün zekâlı ve özel yetenekli öğrencilerin yabancı dil (İngilizce) öğretiminde metafor sisteminin uygulanması. [Unpublished Master’s Thesis], Afyon Kocatepe Üniversitesi. Afyon.
  • Brantmeier, C. (2003). Technology and second language reading at the university level: informed instructors' perceptions. The Reading Matrix, 3(3), 50-74. https://readingmatrix.com/articles/brantmeier/article2.pdf
  • Bulut, D., & Abuseileek, A. F. M. (2007). Learner attitude toward CALL and level of achievement in basic language skills. Journal of Institute of Social Sciences of Erciyes University, 23(2), 103-126. https://dergipark.org.tr/en/download/article-file/219417
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Creswell, J. W. (2002). Educational research: planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.
  • Dinçer, E. (2014). The effects of media and technology-enhanced vocabulary teaching in a foreign language classroom / Yabancı dil sınıfında medya ve teknoloji destekli kelime öğretiminin etkisi. [Unpublished Master’s Thesis], Muğla Sıtkı Koçman University, Muğla.
  • Ekinci, E., & Ekinci, M. (2020). VoScreen As a Listening Aid: A Digitalized Learning Experience. International Journal of Languages' Education and Teaching, 8(3), 100-117. http://dx.doi.org/10.29228/ijlet.44078
  • Ersoy, Ö., & Avcı, N. (2004). Üstün zekâlı ve üstün yetenekliler, üstün yetenekli çocuklar seçilmiş makaleler kitabı, M. R. Şirin, A. Kulaksızoğlu, A. E. Bilgili (Ed.), İstanbul: Çocuk Vakfı Yayınları.
  • Eswaran, J. (2008). Investigating the esl teachers‘ and students‘ attitude towards the use of computer in english language classroom. 1-24.
  • Ezeh, C.(2020). A comparison of Storyjumper with Book Creator and Storybird for multimodal storytelling. TESL-EJ, 24(1), 1-9.
  • Fakhruddin, A., Nurhidayat, E., & Rofi'i, A. (2022). Implementing Quizziz as game based learnıng in teaching grammar in written discourse. ETERNAL (English Teaching Journal), 13(2), 143-148. https://doi.org/10.26877/eternal.v13i2.12017
  • Farr, F., & Murray, L. (2016).The Routledge hand book of language learning and technology. Introduction. F. Farr, &L. Murray (Eds.). London: Routledge.
  • García, C. A. B. (2015). The use of lyricsTraining website to improve listening comprehension. Mextesol Journal, 39(3), 1-13.
  • Inayati, N., & Waloyo, A. A. (2022). The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching. Journal on English as a Foreign Language, 12(2), 249-271.
  • Kaplan Sayı, A. (2013). Farklılaştırılmış yabancı dil öğretiminin üstün zekâlı öğrencilerde erişiye, eleştirel düşünmeye ve yaratıcılığa etkisi. (Tez No:351517). [Unpublished doctoral dissertation], İstanbul Üniversitesi, İstanbul.
  • Mohammed, M. I. (2015).The perceptions of students and teachers about the benefits of and barriers to technology aided efl. [Unpublished Master’s Thesis], İstanbul Üniversitesi, İstanbul.
  • Muhtaris, K., & Ziemke, K. (2015). Amplify: Digital teaching and learning in the K-6 classroom. Heinemann.
  • Musadiq, A.,Kamaluddin, K. & Mursalim, M. (2021). Lyrics trainings website: Does it have an effect on students’ listening achievement. Journal of Teaching of English. 6(2), 147-153.
  • Nezhyva, L. L., Palamar, S. P., & Marienko, M. V. (2022, March). Clouds of words as a didactic tool in literary education of primary school children. In CTE Workshop Proceedings, 9, 381-393. https://doi.org/10.55056/cte.127
  • Orakcı, Ş. (2017). Öğrenen özerkliğine dayanan öğretim etkinliklerinin 6. sınıf öğrencilerinin İngilizce başarılarına, tutumlarına, öğrenen özerkliklerine ve kalıcı öğrenmelerine etkisi. (Tez No: 461449). [Unpublished doctoral dissertation], Gazi Üniversitesi, Ankara.
  • Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi (9. Baskı). Eskişehir: Nisan.
  • Pichardo, J. I., López-Medina, E. F., Mancha-Cáceres, O., González-Enríquez, I., Hernández-Melián, A., Blázquez-Rodríguez, M., ... & Borrás-Gené, O. (2021). Students and teachers using mentimeter: Technological innovation to face the challenges of the covid-19 pandemic and post-pandemic in higher education. Education Sciences, 11(11), 667. https://doi.org/10.3390/educsci11110667
  • Taylan, U. (2018). VoScreen online foreign language learning environment. Journal of Educational Technology and Online Learning, 1(1), 60-69. https://doi.org/10.31681/jetol.376754
  • Temizyürek, F., & Ünlü, O. N. (2015). Dil öğretiminde teknolojinin materyal olarak kullanımına bir örnek:“flipped classroom”. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 64-72.
  • Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424. https://doi.org/10.14742/ajet.1201 Yıldırım, A., & Şimşek, H. (2008). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, (9. Baskı). Ankara: Seçkin Yayıncılık.
  • Yücetürk, D., and Bergil, A. S. (2021). The impact of the Voscreen application on vocabulary achievement. Language and Technology, 3(1), 21-31.
  • Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students’ experience of using Storybird in writing ESL narrative text. Creative Education, 7(15), 2107-2120. http://dx.doi.org/10.4236/ce.2016.715210

The Effect of Technology-Enriched Foreign Language Teaching on Special Talented Individuals' English Attitude

Yıl 2023, Cilt: 10 (Special Issue), 45 - 70, 29.10.2023

Cavide Demirci Sedef Çelik

https://doi.org/10.59409/ojer.1359998

Öz

The purpose of this study is to determine the effectiveness of technology-enhanced foreign language teaching on the English attitude of special talented individuals. Within the framework of the research, activities were prepared and applied to teach the goals set for gifted individuals more efficiently and permanently with the help of various technical tools. Also, the effects of these practices on students' English attitudes were examined. In the research mixed method was carried out. In line with the purposeful sample selection for the research, a total of 30 6th and 7th grade students studying at Bilecik Science and Art Center participated. In the study, the Attitude towards English Scale developed by Orakcı (2017) was used to measure the English attitude of gifted individuals. The SPSS program for the analysis of quantitative data, paired sampled t-test analysis, totals and averages and for the analysis of qualitative data, induction and content analysis were used. The results of the research reveal that technology-supported alternative teaching methods have a significant effect on increasing students' attitudes towards the English course in a positive way. It is emphasized that the technology-assisted language teaching method discussed within the scope of the study has the potential to be an important alternative to traditional teaching environments in English teaching in terms of students' vocabulary, grammar, listening, speaking, reading and writing skills.

Anahtar Kelimeler

Special talented individual English technology technology-enriched foreign language teaching

Kaynakça

  • Albirini, A.(2006). Teachers' attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers & Education 47, 373–398. https://doi.org/10.1016/j.compedu.2004.10.013
  • Ali, H.O. (2010). Administrators', teachers' and students' perceptions about the benefits of and barriers to tell at Konya University. [Unpublished Master’s Thesis], Bilkent University, Ankara.
  • Babushkina, L. E., Eremkina, N. I., Porchesku, G. V., Rublеva, O. S., & Nikulina, E. G. (2022). Influence of digital services of infographics on effectiveness of mnemonics when teaching foreign language vocabulary. Perspectives of Science & Education, 55(1). http:// doi.org/ 10.32744/pse.2022.1.15
  • Beşkardeş, S.(2007). Üstün zekâlı ve özel yetenekli öğrencilerin yabancı dil (İngilizce) öğretiminde metafor sisteminin uygulanması. [Unpublished Master’s Thesis], Afyon Kocatepe Üniversitesi. Afyon.
  • Brantmeier, C. (2003). Technology and second language reading at the university level: informed instructors' perceptions. The Reading Matrix, 3(3), 50-74. https://readingmatrix.com/articles/brantmeier/article2.pdf
  • Bulut, D., & Abuseileek, A. F. M. (2007). Learner attitude toward CALL and level of achievement in basic language skills. Journal of Institute of Social Sciences of Erciyes University, 23(2), 103-126. https://dergipark.org.tr/en/download/article-file/219417
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Creswell, J. W. (2002). Educational research: planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.
  • Dinçer, E. (2014). The effects of media and technology-enhanced vocabulary teaching in a foreign language classroom / Yabancı dil sınıfında medya ve teknoloji destekli kelime öğretiminin etkisi. [Unpublished Master’s Thesis], Muğla Sıtkı Koçman University, Muğla.
  • Ekinci, E., & Ekinci, M. (2020). VoScreen As a Listening Aid: A Digitalized Learning Experience. International Journal of Languages' Education and Teaching, 8(3), 100-117. http://dx.doi.org/10.29228/ijlet.44078
  • Ersoy, Ö., & Avcı, N. (2004). Üstün zekâlı ve üstün yetenekliler, üstün yetenekli çocuklar seçilmiş makaleler kitabı, M. R. Şirin, A. Kulaksızoğlu, A. E. Bilgili (Ed.), İstanbul: Çocuk Vakfı Yayınları.
  • Eswaran, J. (2008). Investigating the esl teachers‘ and students‘ attitude towards the use of computer in english language classroom. 1-24.
  • Ezeh, C.(2020). A comparison of Storyjumper with Book Creator and Storybird for multimodal storytelling. TESL-EJ, 24(1), 1-9.
  • Fakhruddin, A., Nurhidayat, E., & Rofi'i, A. (2022). Implementing Quizziz as game based learnıng in teaching grammar in written discourse. ETERNAL (English Teaching Journal), 13(2), 143-148. https://doi.org/10.26877/eternal.v13i2.12017
  • Farr, F., & Murray, L. (2016).The Routledge hand book of language learning and technology. Introduction. F. Farr, &L. Murray (Eds.). London: Routledge.
  • García, C. A. B. (2015). The use of lyricsTraining website to improve listening comprehension. Mextesol Journal, 39(3), 1-13.
  • Inayati, N., & Waloyo, A. A. (2022). The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching. Journal on English as a Foreign Language, 12(2), 249-271.
  • Kaplan Sayı, A. (2013). Farklılaştırılmış yabancı dil öğretiminin üstün zekâlı öğrencilerde erişiye, eleştirel düşünmeye ve yaratıcılığa etkisi. (Tez No:351517). [Unpublished doctoral dissertation], İstanbul Üniversitesi, İstanbul.
  • Mohammed, M. I. (2015).The perceptions of students and teachers about the benefits of and barriers to technology aided efl. [Unpublished Master’s Thesis], İstanbul Üniversitesi, İstanbul.
  • Muhtaris, K., & Ziemke, K. (2015). Amplify: Digital teaching and learning in the K-6 classroom. Heinemann.
  • Musadiq, A.,Kamaluddin, K. & Mursalim, M. (2021). Lyrics trainings website: Does it have an effect on students’ listening achievement. Journal of Teaching of English. 6(2), 147-153.
  • Nezhyva, L. L., Palamar, S. P., & Marienko, M. V. (2022, March). Clouds of words as a didactic tool in literary education of primary school children. In CTE Workshop Proceedings, 9, 381-393. https://doi.org/10.55056/cte.127
  • Orakcı, Ş. (2017). Öğrenen özerkliğine dayanan öğretim etkinliklerinin 6. sınıf öğrencilerinin İngilizce başarılarına, tutumlarına, öğrenen özerkliklerine ve kalıcı öğrenmelerine etkisi. (Tez No: 461449). [Unpublished doctoral dissertation], Gazi Üniversitesi, Ankara.
  • Özdamar, K. (2013). Paket programlar ile istatistiksel veri analizi (9. Baskı). Eskişehir: Nisan.
  • Pichardo, J. I., López-Medina, E. F., Mancha-Cáceres, O., González-Enríquez, I., Hernández-Melián, A., Blázquez-Rodríguez, M., ... & Borrás-Gené, O. (2021). Students and teachers using mentimeter: Technological innovation to face the challenges of the covid-19 pandemic and post-pandemic in higher education. Education Sciences, 11(11), 667. https://doi.org/10.3390/educsci11110667
  • Taylan, U. (2018). VoScreen online foreign language learning environment. Journal of Educational Technology and Online Learning, 1(1), 60-69. https://doi.org/10.31681/jetol.376754
  • Temizyürek, F., & Ünlü, O. N. (2015). Dil öğretiminde teknolojinin materyal olarak kullanımına bir örnek:“flipped classroom”. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 64-72.
  • Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424. https://doi.org/10.14742/ajet.1201 Yıldırım, A., & Şimşek, H. (2008). Nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, (9. Baskı). Ankara: Seçkin Yayıncılık.
  • Yücetürk, D., and Bergil, A. S. (2021). The impact of the Voscreen application on vocabulary achievement. Language and Technology, 3(1), 21-31.
  • Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students’ experience of using Storybird in writing ESL narrative text. Creative Education, 7(15), 2107-2120. http://dx.doi.org/10.4236/ce.2016.715210
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitimde Program Değerlendirme
Bölüm Research Article
Yazarlar

Cavide Demirci 0000-0003-4789-4286

Sedef Çelik 0000-0003-4793-3070

Yayımlanma Tarihi 29 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 (Special Issue)

Kaynak Göster

APA Demirci, C., & Çelik, S. (2023). The Effect of Technology-Enriched Foreign Language Teaching on Special Talented Individuals’ English Attitude. Osmangazi Journal of Educational Research, 10 (Special Issue), 45-70. https://doi.org/10.59409/ojer.1359998
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