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WEB 2.0 Araçlarından “Kahoot”un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı

Year 2023, , 114 - 121, 30.12.2023

Muslihiddin Muhammed Kayacı , Altan Alperen

https://doi.org/10.55143/alkad.1307516

Abstract

Bu çalışmadaki amaç Web 2.0 araçlarından Kahoot’un ikinci yabancı dil Almanca dersinde kelime öğrenimine olan katkısının incelenmesidir. Kahoot, interaktif bir öğrenme platformudur; İkinci yabancı dil öğreniminde kelime öğrenimine önemli katkıları vardır. Öğrencilerin motivasyonunu artırırken kelime haznelerini, anlama ve hatırlama yeteneklerini, iş birliği ve rekabet duygularını geliştirir. Neticesinde öğretmenlerin kullanımını kolaylaştırır. Kahoot, öğrencilerin almanca kelime öğrenme sürecini destekleyerek öğrencilerin aktif katılımını teşvik eder ve öğrenmeyi eğlenceli hale getirir.

Keywords

Web 2.0 Kahoot İkinci yabancı dil Almanca

References

  • Bakar, N. A. A., Ariffin, K. A. M., Roslan, R., & Mohd Nasir, N. F. (2021). The effectiveness of Kahoot! in enhancing German vocabulary among Malaysian secondary school students. The Asian Journal of Germanic and European Studies, 16(1), 1-17.
  • Bicen, H., & Kocakoyun, S. (2019). The effect of Kahoot on student achievement and motivation in secondary schools. International Journal of Emerging Technologies in Learning, 14(13), 55-67.
  • Çıldır, M., & Koçak, M. (2022). Web 2.0 araçlarının ikinci yabancı dil Almanca dersinde kullanılmasına yönelik öğrenci görüşleri. Alman Dili ve Kültürü Araştırmaları Dergisi, 4(7), 52-88.
  • Ebner, M., & Schiefner, M. (2008). Microblogging: How a small company communicates with its employees and customers using Twitter. Proceedings of the 4th International Scientific Conference "eLearning and Software for Education," Bucharest, Romania.
  • Gulbahar, Y., & Tinmaz, H. (2006). A comparative content analysis of student-generated hypertext versus teacher-provided hypertext. Journal of Educational Computing Research, 34(4), 401-422.
  • Gulbahar, Y., & Tinmaz, H. (2006). A comparative content analysis of student-generated hypertext versus teacher-provided hypertext. Journal of Educational Computing Research, 34(4), 401-422.
  • Kahoot! (2021). What is Kahoot!? Retrieved from https://kahoot.com/what-is-kahoot/
  • Karacan Yücedağ, E. (2022). Alman İlkokullarında Müzik Dersi. In Koçak, M. (eds) Alman Eğitim Sisteminde İlkokullar. Dersler-Kazanımlar-Ölçme Değerlendirme. Palet Yayınları.
  • Karakılıç, M., Yılmaz, E., & Sözer, H. (2021). The Effect of Kahoot Use on Motivation and Achievement in German Language Teaching. Journal of Language Teaching and Research, 12(3), 667-678.
  • Karslı, F. (2019). Kahoot! kullanımının öğrencilerin akademik başarılarına etkisi: Bir karma yöntem araştırması. Eğitimde Kuram ve Uygulama, 15(4), 765-790.
  • Kılıç, M. (2019). Kahoot! kullanımının öğrenci motivasyonu ve başarısına etkisi. Turkish Studies, 14(1), 1015-1029.
  • Kılıç, M. (2020). The effect of Kahoot use on vocabulary learning strategies of German language learners. Journal of Language and LinguisticStudies, 16(2), 181-196.
  • Kuo, Y. C., Belland, B. R., & Kuo, Y. T. (2017). Learning through play: The impact of an educational game on student motivation and achievement. Journal of Educational Computing Research, 55(2), 138-159.
  • Liu, H., Li, X., & Li, Y. (2020). The Effectiveness of Kahoot as a Vocabulary Learning Tool: A Study of College Students Learning German. English Language Teaching, 13(9), 99-108.
  • López-Pérez, M. V., Pérez-Llantada, C., & Rodríguez-Arancón, P. (2020). The use of Kahoot! in language learning: A study of German as a foreign language. Journal of Educational Technology & Society, 23(3), 89-101.
  • Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503-528.
  • Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503-528.
  • McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
  • McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
  • O'Reilly, T. (2005). What is Web 2.0: Design patterns and business models for the next generation of software. Communications & Strategies, 1(1), 17-37.
  • Ribble, M., Bailey, M., & Ross, T. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with Technology, 32(1), 14-17.
  • Yılmaz, S. (2018). Kahoot! as a tool to enhance language learners’ motivation and engagement. The European Journal of Educational Sciences, 5(4), 188-197.

Year 2023, , 114 - 121, 30.12.2023

Muslihiddin Muhammed Kayacı , Altan Alperen

https://doi.org/10.55143/alkad.1307516

Abstract

References

  • Bakar, N. A. A., Ariffin, K. A. M., Roslan, R., & Mohd Nasir, N. F. (2021). The effectiveness of Kahoot! in enhancing German vocabulary among Malaysian secondary school students. The Asian Journal of Germanic and European Studies, 16(1), 1-17.
  • Bicen, H., & Kocakoyun, S. (2019). The effect of Kahoot on student achievement and motivation in secondary schools. International Journal of Emerging Technologies in Learning, 14(13), 55-67.
  • Çıldır, M., & Koçak, M. (2022). Web 2.0 araçlarının ikinci yabancı dil Almanca dersinde kullanılmasına yönelik öğrenci görüşleri. Alman Dili ve Kültürü Araştırmaları Dergisi, 4(7), 52-88.
  • Ebner, M., & Schiefner, M. (2008). Microblogging: How a small company communicates with its employees and customers using Twitter. Proceedings of the 4th International Scientific Conference "eLearning and Software for Education," Bucharest, Romania.
  • Gulbahar, Y., & Tinmaz, H. (2006). A comparative content analysis of student-generated hypertext versus teacher-provided hypertext. Journal of Educational Computing Research, 34(4), 401-422.
  • Gulbahar, Y., & Tinmaz, H. (2006). A comparative content analysis of student-generated hypertext versus teacher-provided hypertext. Journal of Educational Computing Research, 34(4), 401-422.
  • Kahoot! (2021). What is Kahoot!? Retrieved from https://kahoot.com/what-is-kahoot/
  • Karacan Yücedağ, E. (2022). Alman İlkokullarında Müzik Dersi. In Koçak, M. (eds) Alman Eğitim Sisteminde İlkokullar. Dersler-Kazanımlar-Ölçme Değerlendirme. Palet Yayınları.
  • Karakılıç, M., Yılmaz, E., & Sözer, H. (2021). The Effect of Kahoot Use on Motivation and Achievement in German Language Teaching. Journal of Language Teaching and Research, 12(3), 667-678.
  • Karslı, F. (2019). Kahoot! kullanımının öğrencilerin akademik başarılarına etkisi: Bir karma yöntem araştırması. Eğitimde Kuram ve Uygulama, 15(4), 765-790.
  • Kılıç, M. (2019). Kahoot! kullanımının öğrenci motivasyonu ve başarısına etkisi. Turkish Studies, 14(1), 1015-1029.
  • Kılıç, M. (2020). The effect of Kahoot use on vocabulary learning strategies of German language learners. Journal of Language and LinguisticStudies, 16(2), 181-196.
  • Kuo, Y. C., Belland, B. R., & Kuo, Y. T. (2017). Learning through play: The impact of an educational game on student motivation and achievement. Journal of Educational Computing Research, 55(2), 138-159.
  • Liu, H., Li, X., & Li, Y. (2020). The Effectiveness of Kahoot as a Vocabulary Learning Tool: A Study of College Students Learning German. English Language Teaching, 13(9), 99-108.
  • López-Pérez, M. V., Pérez-Llantada, C., & Rodríguez-Arancón, P. (2020). The use of Kahoot! in language learning: A study of German as a foreign language. Journal of Educational Technology & Society, 23(3), 89-101.
  • Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503-528.
  • Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503-528.
  • McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
  • McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
  • O'Reilly, T. (2005). What is Web 2.0: Design patterns and business models for the next generation of software. Communications & Strategies, 1(1), 17-37.
  • Ribble, M., Bailey, M., & Ross, T. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with Technology, 32(1), 14-17.
  • Yılmaz, S. (2018). Kahoot! as a tool to enhance language learners’ motivation and engagement. The European Journal of Educational Sciences, 5(4), 188-197.
There are 22 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Muslihiddin Muhammed Kayacı 0000-0002-6230-1752

Altan Alperen 0000-0003-4109-1458

Early Pub Date December 21, 2023
Publication Date December 30, 2023
Submission Date June 3, 2023
Published in Issue Year 2023

Cite

APA Kayacı, M. M., & Alperen, A. (2023). WEB 2.0 Araçlarından “Kahoot”un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı. Alman Dili Ve Kültürü Araştırmaları Dergisi, 5(2), 114-121. https://doi.org/10.55143/alkad.1307516
AMA Kayacı MM, Alperen A. WEB 2.0 Araçlarından “Kahoot”un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı. ALKAD. December 2023;5(2):114-121. doi:10.55143/alkad.1307516
Chicago Kayacı, Muslihiddin Muhammed, and Altan Alperen. “WEB 2.0 Araçlarından ‘Kahoot’un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı”. Alman Dili Ve Kültürü Araştırmaları Dergisi 5, no. 2 (December 2023): 114-21. https://doi.org/10.55143/alkad.1307516.
EndNote Kayacı MM, Alperen A (December 1, 2023) WEB 2.0 Araçlarından “Kahoot”un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı. Alman Dili ve Kültürü Araştırmaları Dergisi 5 2 114–121.
IEEE M. M. Kayacı and A. Alperen, “WEB 2.0 Araçlarından ‘Kahoot’un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı”, ALKAD, vol. 5, no. 2, pp. 114–121, 2023, doi: 10.55143/alkad.1307516.
ISNAD Kayacı, Muslihiddin Muhammed - Alperen, Altan. “WEB 2.0 Araçlarından ‘Kahoot’un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı”. Alman Dili ve Kültürü Araştırmaları Dergisi 5/2 (December 2023), 114-121. https://doi.org/10.55143/alkad.1307516.
JAMA Kayacı MM, Alperen A. WEB 2.0 Araçlarından “Kahoot”un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı. ALKAD. 2023;5:114–121.
MLA Kayacı, Muslihiddin Muhammed and Altan Alperen. “WEB 2.0 Araçlarından ‘Kahoot’un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı”. Alman Dili Ve Kültürü Araştırmaları Dergisi, vol. 5, no. 2, 2023, pp. 114-21, doi:10.55143/alkad.1307516.
Vancouver Kayacı MM, Alperen A. WEB 2.0 Araçlarından “Kahoot”un İkinci Yabancı Dil Almanca Dersinde Kelime Öğrenimine Katkısı. ALKAD. 2023;5(2):114-21.