The Effect of Technology-Supported Language Learning on Communication Competencies

Year 2023, , 524 - 537, 29.09.2023

Ayşe Merzifonluoğlu , Ayşegül Takkaç Tulgar

https://doi.org/10.17556/erziefd.1334195

Abstract

This study aimed to explore how technology-supported language learning affected the communication competencies of tertiary-level students. 48 prep-class students at the ELT department at a state university in Turkiye participated in the study. A mixed-method sequential explanatory design was employed to collect data that lasted 12 weeks. The quantitative data were obtained through a pre-questionnaire, a pretest and a posttest, and semi-structured interviews were used to collect qualitative data. The quantitative analysis showed that despite the improvement in the students’ performance, a statistically significant difference was not found between the scores of the experimental and control groups concerning their communication proficiency levels. However, the conventional content analysis indicated that technology-supported language learning provided the participants with a rich content, enhanced interaction, collaboration, individualization, an enjoyable learning setting, an opportunity to see progress and flexibility in terms of time and space. Based on the findings of this study, it is recommended to integrate technology into the language learning process for the improvement of communication skills.

Keywords

Technology-supported language learning (TSLL), communication skills, listening skill, speaking skill

Teknoloji Destekli Dil Öğreniminin İletişim Yeterlilikleri Üzerindeki Etkisi

Abstract

Bu çalışmanın amacı, teknoloji destekli dil öğreniminin yükseköğretim öğrencilerinin iletişim yeterliliklerini nasıl etkilediğini araştırmaktır. Çalışmaya Türkiye'deki bir devlet üniversitesinin İngilizce öğretmenliği bölümündeki 48 hazırlık sınıfı öğrencisi katılmıştır. Veri toplamak için 12 hafta süren karma yöntemli sıralı açıklayıcı bir araştırma deseni kullanılmıştır. Nicel veriler ön anket, ön test ve son test aracılığıyla elde edilirken, nitel verileri toplamak için yarı yapılandırılmış görüşmeler kullanılmıştır. Nicel analiz, öğrencilerin performanslarındaki iyileşmeye rağmen deney ve kontrol gruplarının iletişim yeterlilik düzeylerine ilişkin puanları arasında istatistiksel olarak anlamlı bir fark bulunmadığını göstermiştir. Bununla birlikte, geleneksel içerik analizi, teknoloji destekli dil öğreniminin katılımcılara zengin bir içerik, gelişmiş etkileşim, iş birliği, bireyselleştirme, eğlenceli bir öğrenme ortamı, ilerlemeyi görme fırsatı ve zaman ve mekân açısından esneklik sağladığını göstermiştir. Bu çalışmanın bulgularına dayanarak, iletişim becerilerinin geliştirilmesi için teknolojinin dil öğrenme sürecine entegre edilmesi önerilmektedir.

Keywords

Teknoloji destekli dil öğrenimi, iletişim becerileri, dinleme becerisi, konuşma becerisi

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