Tez Türü: Doktora
Tezin Yürütüldüğü Kurum: Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Yabancı Diller Eğitimi Anabilim Dalı, Türkiye
Tez Danışmanı: Ayşegül Takkaç Tulgar
Tezin Onay Tarihi: 2020
Tezin Dili: İngilizce
Özet:
Aim: The major purpose of this study was to examine the impact of TELL on ELT students' conversational skills and vocabulary development by minimizing the possible deficiencies of traditional language teaching in and out of the classroom. This study also intended to raise awareness of the participants about language learning with technology and encourage them in terms of technology integration into language education in the light of their perceptions and opinions of the intervention. Method: A mixed-methods sequential explanatory design was used as the research design. 48 students studying at a preparatory program of a public university in Turkey were the participants of the study. The experimental group studied in a technology integrated language learning environment while the control group was in a conventional learning setting. The intervention lasted 12 weeks. Quantitative data instruments were pre- and post- tests, a five and seven-point Likert type questionnaires, self-assessment checklists, mini questionnaires for each unit and weekly assignments while qualitative data instruments were written evaluation and suggestion forms and semi-structured interviews. For the quantitative data, descriptive and inferential analysis were used while content analysis was applied to form codes, categories and themes for the qualitative data. Findings: The results of the study revealed that despite increased success at the end of the intervention, there was no statistically significant difference between the scores of the experimental and control groups in terms of targeted skills. The qualitative data analysis showed that a great majority of the students had positive attitudes towards and perceptions of technology-supported language learning and using technology in formal and informal learning environments presented many advantages such as interaction, collaboration, individuality, and spatial and temporal flexibility. Conclusion: When the dominant role of technology in individuals' lives and the findings of previous studies in the related literature were considered, it was suggested to integrate technology into language education for listening and speaking skills requiring especially authentic materials and interaction with native speakers. This study also provided practical and pedagogical implications for researchers in ELT. Keywords: technology enhanced language teaching, digital literacy, conversational skills, vocabulary development