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The Effect of Technology-Supported Language Learning on Communication Competencies

Year 2023, , 524 - 537, 29.09.2023
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.

References

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  • Ataeifar, F., Sadighi, F., Bagheri, M. S., Behjat, F., & Wang, S. (2019). Iranian female students’ perceptions of the impact of mobile-assisted instruction on their English speaking skill. Cogent Education, 6(1), 1-19. https://doi.org/10.1080/2331186X.2019.1662594
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Teknoloji Destekli Dil Öğreniminin İletişim Yeterlilikleri Üzerindeki Etkisi

Year 2023, , 524 - 537, 29.09.2023
https://doi.org/10.17556/erziefd.1334195

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.

References

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  • Ahmed, S. T., & Roche, T. (2021). Making the connection: Examining the relationship between undergraduate students’ digital literacy and academic success in an English medium instruction (EMI) university. Education and Information Technologies, 26(4), 4601-4620. https://doi.org/10.1007/s10639-021-10443-0
  • Akkara, S., Anumula, V., & Mallampalli, M. (2020). Impact of Whatsapp interaction on improving L2 speaking skills. International Journal of Emerging Technologies in Learning (IJET), 15(3), 250-259. https://www.learntechlib.org/p/217018/.
  • Alam, M. Z., & Mizan, F. B. (2019). The perceptions about computer assisted language learning for L2 vocabulary acquisition. Journal of Language Teaching and Research, 10(5), 926-936.
  • Alamer, A., Al Khateeb, A., & Jeno, L. M. (2023). Using WhatsApp increases language students' self‐motivation and achievement and decreases learning anxiety: A self‐determination theory approach. Journal of Computer Assisted Learning, 39(2), 417-431. https://doi.org/10.1111/jcal.12753
  • Alemi, M., & Khatoony, S. (2020). Virtual reality assisted pronunciation training (VRAPT) for young EFL learners. Teaching English with Technology, 20(4), 59-81.
  • Alfallaj, F. S. S., & Alfallaj, F. (2020). Technology in Saudi EFL undergraduate classrooms: Learning tool or weapon of distraction. The Asian ESP Journal, 16(4), 97-115.
  • Arono., Arsyad, S., Syahriman., Nadrah., & Villia, A. S. (2022). Exploring the effect of digital literacy skill and learning style of students on their meta-cognitive strategies in listening. International Journal of Instruction, 15(1), 527-546. https://doi.org/10.29333/iji.2022.15130a
  • Ataeifar, F., Sadighi, F., Bagheri, M. S., Behjat, F., & Wang, S. (2019). Iranian female students’ perceptions of the impact of mobile-assisted instruction on their English speaking skill. Cogent Education, 6(1), 1-19. https://doi.org/10.1080/2331186X.2019.1662594
  • Aydin, S. (2018). Technology and foreign language anxiety: Implications for practice and future research. Dil ve Dilbilimi Calismalari Dergisi, 14(2), 193-211. https://dergipark.org.tr/en/download/article-file/650552
  • Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology, 36(4), 126-150. https://doi.org/10.14742/ajet.5477
  • Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827. https://doi.org/10.1016/j.cedpsych.2019.101827
  • Bozorova, N. X., & Salixova, Z. A. (2019). Using technology to assist in vocabulary acquisition and reading comprehension. International Journal on Integrated Education, 2(6), 213-215. https://media.neliti.com/media/publications/333900-using-technology-to-assist-in-vocabulary-7c3eaa4e.pdf
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  • Cakmak, F., Namaziandost, E., & Kumar, T. (2021). CALL-enhanced L2 vocabulary learning: Using spaced exposure through CALL to enhance L2 vocabulary retention. Education Research International, 1-8. https://doi.org/10.1155/2021/5848525
  • Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. https://doi.org/10.1017/S0267190505000061
  • Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 934-957. https://doi.org/10.1080/09588221.2019.1648298
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Details

Primary Language English
Subjects English As A Second Language
Journal Section In This Issue
Authors

Ayşe Merzifonluoğlu 0000-0002-6296-103X

Ayşegül Takkaç Tulgar 0000-0001-6401-969X

Early Pub Date September 21, 2023
Publication Date September 29, 2023
Acceptance Date September 4, 2023
Published in Issue Year 2023

Cite

APA Merzifonluoğlu, A., & Takkaç Tulgar, A. (2023). The Effect of Technology-Supported Language Learning on Communication Competencies. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 524-537. https://doi.org/10.17556/erziefd.1334195