Akademik Veri Yönetim Sistemi
3rd International April 23 Scientific Studies Congress, Ankara, Türkiye, 23 - 25 Nisan 2021, ss.150-151
The requirements of the modern world and growing
technological advancements have entailed the integration of technology into
every aspect of individuals’ lives. The field of education is not an exception.
Taking the technology-surrounded teaching and learning process into account, it
can be stated that the utilization of digital tools in language education has
great potential for the development of language skills such as listening and
speaking skills which necessitate exposure to target language in an active way.
The present study, therefore, aimed to investigate the potential of
technological tools in improving learners’ listening and speaking skills by
raising awareness of learning with technology. In line with this purpose, the
data were collected through a mixed-methods sequential explanatory design. 48
prep class students at ELT department of a state university took part in the
study. The experimental group was supported by some form of technological tools
in and out of the classroom while a conventional learning environment was
preferred in the control group. The intervention lasted 12 weeks. The
quantitative data were collected through pre- and post-tests, two
questionnaires on digital literacy awareness and learners’ attitudes towards
technology, self-assessment checklists, mini questionnaires, and weekly
assignments. An evaluation and suggestion form and semi-structured interviews
were preferred to collect the qualitative data. The findings revealed that the
use of technology to increase learners’ success in the target skills did not
make a statistically significant difference between the scores of two groups
despite the experimental group students’ higher scores and their positive
perceptions of and attitudes towards language learning with technology. Furthermore,
the findings of qualitative data showed that technology use in and beyond the
classroom enabled learners to reach rich and authentic content, to interact and
collaborate with other learners by providing more spatial and temporal
flexibility. In the light of these findings, some pedagogical and practical
implications were provided.
Keywords: language learning, technology use, digital literacy,
attitudes, perceptions, listening skill, speaking skill.