İngilizce Öğretiminde Kesintisiz Öğrenme Yaklaşımının Öğrenci Başarısı ve Tutumları Üzerindeki Etkisi

Year 2024, , 2940 - 2963, 21.12.2024

Umit Yakar , Süleyman Nihat Şad

https://doi.org/10.35675/befdergi.1518492

Abstract

Mobil uygulamalar son zamanlarda İngilizce öğretiminde yaygın olarak kullanılmaktadır. Mobil cihazların öğrenme-öğretmede aktif olarak kullanıldığı yöntemlerden biri de Kesintisiz Öğrenme yaklaşımıdır. Temel bir iletişim uygulaması olan WhatsApp ve oyun benzeri bir öğrenci yanıt uygulaması olan Kahoot! kesintisiz öğrenme yaklaşımında kullanılabilecek uygulamalardır. Bu araştırmanın amacı, kesintisiz öğrenme etkinliklerinin EFL sınıflarında öğrencilerin başarıları ve tutumları üzerindeki etkilerini deneysel olarak incelemektir. Gömülü karma araştırma deseni kullanılarak, deneysel sonuçlar öğrenci görüşmelerinden elde edilen nitel verilerle açıklanmıştır. Çalışma, İnönü Üniversitesi Yabancı Diller Yüksekokulu'nda öğrenim gören 47 öğrenci ile yürütülmüştür. Verilerin analizi, kontrol grubuyla karşılaştırıldığında, bu araştırmada uygulama grubunda kullanılan kesintisiz öğrenme etkinliklerinin öğrencilerin başarıları ve İngilizce dersine yönelik tutumları üzerinde önemli bir etkisi olmadığını göstermiştir. Kesintisiz öğrenme etkinliklerinin nasıl daha verimli kullanılabileceğine ilişkin göstergeler, nitel verilerin daha fazla incelenmesiyle ortaya konmuştur.

Keywords

Akıllı telefonlar, Kesintisiz Öğrenme, Mobil Öğrenme, WhatsApp, Kahoot

The Effect of Seamless Learning Approach on Learner Achievement and Attitudes in Teaching EFL

Abstract

Mobile applications have recently been widely used in English language teaching. One of the methods in which mobile devices are actively used in teaching-learning is the Continuous Learning approach. WhatsApp, a basic communication application, and Kahoot!, a game-like student response application, are applications that can be used in the continuous learning approach. The purpose of this study is to empirically investigate the effects of continuous learning activities on students' achievement and attitudes in EFL classes. Using embedded mixed research design, experimental results were explained with the qualitative data obtained from student interviews. The study was conducted with 47 students studying at Inonu University, School of Foreign Languages. Data analyses have shown that compared to the control group, seamless learning activities used in the treatment group in this research did not have a significant impact on students’ achievement and attitudes towards English classes. Indications on how to use seamless learning activities more efficiently are made by further examination of qualitative data.

Keywords

Smartphones, Seamless Learning, Mobile Learning, EFL, WhatsApp, Kahoot

References

• Ada, S., & Şahenk, S. S. (2010). Avrupa Dil Portfolyosu Ve Türkiye'de Yabancı Dil Eğitimi. Marmara Üniversitesi Avrupa Topluluğu Enstitüsü Avrupa Araştırmaları Dergisi, 18(1&2), 63-88. https://doi.org/10.29228/mjes.151
• Ally, M. (2013). Mobile learning: From research to practice to impact education. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2), 3–12. https://doi.org/10.18538/lthe.v10.n2.140
• Almekhlafy, S. S. A., & Alzubi, A. A. F. (2016). Mobile-mediated communication a tool for language exposure in EFL informal learning settings. Arab World English Journal (AWEJ) 7 (3), 388-407 https://doi.org/10.24093/awej/vol4no3.27
• Alsaleem, B. I. A. (2013). The Effect of" WhatsApp" Electronic Dialogue Journaling on Improving Writing Vocabulary Word Choice and Voice of EFL Undergraduate Saudi Students. Arab World English Journal, 4(3), 213-225
• Alzahrani, H. (2016). Examining the effectiveness of utilizing mobile technology in vocabulary development for language learners. Arab World English Journal (AWEJ) Vol, 6. http://dx.doi.org/10.2139/ssrn.2834731
• Amry, A. B. (2014). The impact of WhatsApp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom. European Scientific Journal, ESJ, 10(22), 116-136
• Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of collocation knowledge among Iranian EFL learners. Advances in Language and Literary Studies, 7(5), 112–127. https://doi.org/10.7575/aiac.alls.v.7n.5p.112
• Baleghizadeh, S., & Oladrostam, E. (2010). The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. Mextesol Journal, 34(2), 1-10.
• Bansal, T., & Joshi, D. (2014). A study of students experiences of WhatsApp mobile learning. Global Journal of Human-Social Science Research.
• Baran, E. (2014). A review of research on mobile learning in teacher education. Journal of Educational Technology ve Society, 17(4), 17-32
• Barhoumi, C. (2015). The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management. Contemporary Educational Technology, 6(3), 221-238. https://doi.org/10.30935/cedtech/6151
• Barry, S., Murphy, K., & Drew, S. (2015). From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms. Computers ve Education, 81(2015), 202-210. https://doi.org/10.1016/j.compedu.2014.10.014
• Bicen, H., & Kocakoyun, S. (2013). The evaluation of the most used mobile devices applications by students. Procedia-Social and Behavioral Sciences, 89(2013), 756-760. https://doi.org/10.1016/j.sbspro.2013.08.928
• Boticki, I., & So, H. J. (2010, June). Quiet captures: A tool for capturing the evidence of seamless learning with mobile devices. In Proceedings of the 9th International Conference of the Learning Sciences-Volume 1 (pp. 500-507). International Society of the Learning Sciences.
• Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13(1), 217-231. https://doi.org/10.28945/2051
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., & Karadeniz, Ş. (2004). ve Demirel, F.(2008). Bilimsel Araştırma Yöntemleri, (4. Baskı). Pegem Akademi
• Byrne, R. (2013). Free technology for teachers: Kahoot!-create quizzes and surveys your students can answer on any device. Retrieved January, 17, 2015.
• Campbell, N. (2004). Perception of affect in speech-towards an automatic processing of paralinguistic information in spoken conversation. Eighth International Conference on Spoken Language Processing. 2014 http://dx.doi.org/10.21437/Interspeech.2004-320
• Campbell, S. W. (2007). Perceptions of mobile phone use in public settings: A cross-cultural comparison. International Journal of Communication, 1(1), 738-757
• Castrillo, M. D., Martín-Monje, E., & Bárcena, E. (2014). Mobile-Based Chatting for Meaning Negotiation in Foreign Language Learning. 10th International Conference Mobile Learning 2014, 49-58
• Chen, I. J., Chang, C. C., & Yen, J. C. (2012). Effects of presentation mode on mobile language learning: A performance efficiency perspective. Australasian Journal of Educational Technology, 28(1). http://dx.doi.org/10.14742/ajet.887
• Chung, H. H., Chen, S. C., & Kuo, M. H. (2015). A study of EFL college students’ acceptance of mobile learning. Procedia-Social and Behavioral Sciences, 176, 333-339.
• Church, K., & De Oliveira, R. (2013, August). What's up with WhatsApp?: comparing mobile instant messaging behaviors with traditional SMS. In Proceedings of the 15th international conference on Human-computer interaction with mobile devices and services, 352-361.
• Coombe, C. (2018). An A to Z of Second Language Assessment: How Language Teachers Underst and Assessment Concepts. London, UK: British Council.
• Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
• Cui, G., & Wang, S. (2008). Adopting cell phones in EFL teaching and learning. Journal of Educational Technology Development and Exchange (JETDE), 1(1), 68-80. http://dx.doi.org/10.18785/jetde.0101.06
• Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.
• El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Journal of Educational Technology ve Society, 13(3), 12-21.
• Elyas, T., & Picard, M. (2010). Saudi Arabian educational history: impacts on English language teaching. Education, Business and Society: Contemporary Middle Eastern Issues, 3(2), 136-145. https://doi.org/10.1108/17537981011047961
• Foomani, E. M., & Hedayati, M. (2016). A seamless learning design for mobile assisted language learning: An Iranian context. English Language Teaching, 9(5), 206-213.
• Fößl, T., Ebner, M., Schön, S., & Holzinger, A. (2016). A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners. Educational technology & society, 19(1), 321-336.
• Franklin, T. (2011). Mobile learning: At the tipping point. TOJET: The Turkish Online Journal of Educational Technology, 10(4), 261-275
• Geddes, S. J. (2004). Mobile learning in the 21st century: benefit for learners. Knowledge Tree e-journal, 30(3), 214-228.
• Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The effect of smartphone on the reading comprehension proficiency of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 199, 225-230.
• Gömleksiz, M. N. (2003). İngilizce duyuşsal alana ilişkin bir tutum ölçeğinin geçerlik ve güvenirliği. Fırat Üniversitesi Sosyal Bilimler Dergisi, 13(1), 215-226.
• Haines, P. (2016). 25 Engaging and Useful Classroom Activities for Language Learners Using Whatsapp 15 Ocak 2019 tarihinde https://oupeltglobalblog.com/2016/05/17/25-ideas-for-using-whatsapp-with-english-language-students/ adresinden erişildi.
• Han, T., ve Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist: Education and Learning Research Journal, 12(1), 29-50.
• Hashemi, M., Azizinezhad, M., Najafi, V., & Nesari, A. J. (2011). What is mobile learning? Challenges and capabilities. Procedia-Social and Behavioral Sciences, 30, 2477-2481.
• Hwang, G. J., Wu, P. H., & Ke, H. R. (2011). An interactive concept map approach to supporting mobile learning activities for natural science courses. Computers ve Education, 57(4), 2272-2280.
• Icard, S.B. (2014). Educational technology best practices. International Journal of Instructional Technology and Distance Learning. 11(3), 37-41.
• Kahoot, (2014). What is Kahoot! (web sitesi) Erişim Tarihi: 22.03.2019 https://kahoot.com/what-is-kahoot/
• Kajornboon, A. B. (2013). The effect of using social networking assisted interaction between peer and teacher in English language learning. In Proceedings from FLLT Conference, March, 15.
• Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford University Press.
• Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165. https://doi.org/10.1017/S0958344009000202
• Larsari, V. N. (2011). Learners communicative competence in English as a foreign language (EFL). International Journal of English and Literature, 2(7), 161-165.
• Liu, P. L., & Chen, C. J. (2015). Learning English through actions: a study of mobile-assisted language learning. Interactive Learning Environments, 23(2), 158-171.
• Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: a research agenda. British journal of educational technology, 41(2), 154-169.
• Looi, C. K., Wong, L. H., & Milrad, M. (2015). Guest editorial: Special issue on seamless, ubiquitous, and contextual learning. IEEE Transactions on Learning Technologies, 8(1), 2-4.
• Malandrino, D., Manno, I., Palmieri, G., Scarano, V., Tateo, L., Casola, D., ... & Foresta, F. (2014). A tailorable infrastructure to enhance mobile seamless learning. IEEE Transactions on Learning Technologies, 8(1), 18-30.
• O'Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., Lefrere, P., ... & Waycott, J. (2005). Guidelines for learning/teaching/tutoring in a mobile environment.
• Özdamli, F. (2013). Effectiveness of cloud systems and social networks in improving self-directed learning abilities and developing positive seamless learning perceptions. J. UCS, 19(5), 602-618.
• Özer, Ö. (2017). Mobil Destekli Öğrenme Çevresinin Yabancı Dil Öğrencilerinin Akademik Başarılarına, Mobil Öğrenme Araçlarını Kabul Düzeylerine ve Bilişsel Yüke Etkisi (Tez No: 454773). Ulusal Tez Merkezi veri tabanından erişildi.
• Pilar, R. A., Jorge, A., & Cristina, C. (2013). The use of current mobile learning applications in EFL. Procedia-Social and Behavioral Sciences, 103, 1189-1196.
• Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158.
• Salehi, H., Shojaee, M., & Sattar, S. (2015). Using E-Learning and ICT Courses in Educational Environment: A Review. English Language Teaching, 8(1), 63-70.
• Salehi, H., & Salehi, Z. (2012). Challenges for Using ICT in Education: Teachers' Insights. International Journal of e-Education, e-Business, e-Management and e-Learning, 2(1), 40.
• Sharples, M. (2009). Methods for evaluating mobile learning. In G. N. Vavoula, N. Pachler ve A. Kukulska Hulme (Eds), Researching mobile learning: frameworks, tools and research designs (pp. 17–39). Oxford:Peter Lang Publishing Group.
• Sharples, M., Taylor, J., & Vavoula, G. (2005, October). Towards a theory of mobile learning. In Proceedings of mLearn (Vol. 1, No. 1, pp. 1-9).
• Shi, Z., Luo, G., & He, L. (2017). Mobile-assisted Language Learning Using WeChat Instant Messaging. International journal of emerging technologies in learning, 12(2).
• Statista. (2019). Number of daily active WhatsApp Users (web sitesi) Erişim Tarihi:10.02.2019 https://www.statista.com/statistics/730306/whatsapp-status-dau/
• Şad, S.N., İlhan, A., & Poçan, S. (2016). Seamless Learning: A Review Study. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 3(6), 1-22.
• Şad, S.N., & Özer, N. (2018). Biçimlendirmeye ve Yetiştirmeye Yönelik Bir Değerlendirme Araci Olarak Kahoot! Uygulamasinin Kullanimi. II. Uluslararası Multidisipliner Çalışmaları Kongresinde sunulan bildiri. (ss. 26-27).
• Taj, I. H., Ali, F., Sipra, M. A., & Ahmad, W. (2017). Effect of Technology Enhanced Language Learning on EFL Reading Comprehension at Tertiary Level. Arab World English Journal, 8(1).
• Tezci, E. (2016). Eğitimde Ölçme ve Değerlendirme. Detay Yayıncılık,
• Thomas, C. (2014). Kahoot! Erişim Tarihi: 18.03.2019 www.graphite.org/website/kahoot
• Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. In 11th World Conference on Mobile and Contextual Learning.
• Wang, R., Wiesemes, R., & Gibbons, C. (2012). Developing digital fluency through ubiquitous mobile devices: Findings from a small-scale study. Computers & Education, 58(1), 570-578.
• Wei, F. Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students' self-regulation and sustained attention: Does text messaging during class influence cognitive learning?. Communication Education, 61(3), 185-204.
• WhatsApp Inc., 2018, Accessed on: 10.10.2022, https://www.WhatsApp.com/about/
• Yıldırım, A., & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin yayıncılık.
• Yıldırım, C. (1999). Eğitimde Ölçme ve Değerlendirme. ÖSYM Yayınları, 4. Basım