The Effect of Technology-Supported Language Learning on Communication Competencies

Year 2023, Volume: 25 Issue: 3, 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

References

• Agustin, R. W., & Ayu, M. (2021). The impact of using Instagram for increasing vocabulary and listening skill. Journal of English Language Teaching and Learning, 2(1), 1-7. https://doi.org/10.33365/jeltl.v2i1.767
• 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
• Buyukozturk, S. (2011). Sosyal bilimler icin veri analizi el kitabi. Ankara: Pegem Akademi Yayincilik. Cadena Aguilar, R. F., Ortega Cuellar, J. H., & Cadena Aguilar, A. (2019). Daily 6: An approach to foster oral fluency of English as a foreign language in adolescents. Profile Issues in Teachers Professional Development, 21(2), 30-44. https://doi.org/10.15446/profile.v21n2.71364
• 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
• Demir, M. D., & Tavil, Z. M. (2021). The effect of technology-based materials on vocational high school students' listening skill. Journal of Language and Linguistic Studies, 17(S1), 448-457. https://search.informit.org/doi/abs/10.3316/INFORMIT.167206616507405
• Elkot, M. A., & Ali, R. (2020). Enhancing self-regulated learning strategy via handheld devices for improving English writing skills and motivation. International Journal of Information and Education Technology, 10(11), 805-812. http://www.ijiet.org/vol10/1462-JR473.pdf
• Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
• Fansury, A. H., Januarty, R., & Ali Wira Rahman, S. (2020). Digital content for millennial generations: Teaching the English foreign language learner on COVID-19 pandemic. Journal of Southwest Jiaotong University, 55(3), 1-12. http://jsju.org/index.php/journal/article/view/630
• Gezer, B., & Anilan, H. (2021). The Effect of Digital Materials on Listening Comprehension Levels of Second Grade Elementary Students. Acta Didactica Napocensia, 14(1), 127-141. https://eric.ed.gov/?id=EJ1308679
• Gunduz, N., Ozcan, D., & Uzunboylu, H. (2017). The influence of authentic materials on the students listening ability in EFL classes. ENSAYOS: Revista de la Escuela Universitaria de Formación del Profesorado de Albacete, 32(2), 50-55.
• Gutiérrez-Colón, M., Frumuselu, A. D., & Curell, H. (2023). Mobile-assisted language learning to enhance L2 reading comprehension: A selection of implementation studies between 2012–2017. Interactive Learning Environments, 31(2), 854-862. https://doi.org/10.1080/10494820.2020.1813179
• Gonulal, T. (2020). Improving listening skills with extensive listening using podcasts and vodcasts. International Journal of Contemporary Educational Research, 7(1), 311-320. https://doi.org/10.33200/ijcer.685196
• González‐Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53(2), 260-269. https://doi.org/10.1111/flan.12466
• Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
• Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645-667. https://doi.org/10.1080/19345747.2021.1917028
• Hung, B. P., & Nguyen, L. T. (2022). Scaffolding language learning in the online classroom. New Trends and Applications in Internet of Things (IoT) and Big Data Analytics, 109-122. https://link.springer.com/chapter/10.1007/978-3-030-99329-0_8
• Hwang, G. J., Tsai, C. C., & Yang, S. J. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Journal of Educational Technology & Society, 11(2), 81-91.
• Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?. International Journal of Information Management, 55, 102183, 1-6. https://doi.org/10.1016/j.ijinfomgt.2020.102183
• Incecay, V., & Kocoglu, Z. (2017). Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners. Education & Information Technologies, 22(3), 901-916. https://link.springer.com/article/10.1007/s10639-016-9463-3
• Iravi, Y., & Malmir, A. (2023). The effect of lexical tools and applications on L2 vocabulary learning: A case of English academic core words. Innovation in Language Learning and Teaching, 17(3), 636-649. https://doi.org/10.1080/17501229.2022.2102638
• Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205-218. https://doi.org/10.1111/flan.12318
• Kessler, M. (2020). Technology-mediated writing: Exploring incoming graduate students’ L2 writing strategies with Activity Theory. Computers and Composition, 55, 102542. https://doi.org/10.1016/j.compcom.2020.102542
• Klimova, B., & Zamborova, K. (2020). Use of mobile applications in developing reading comprehension in second language acquisition-A review study. Education Sciences, 10(12), 391. https://doi.org/10.3390/educsci10120391
• Lamb, M., & Arisandy, F. E. (2020). The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33(1-2), 85-108. https://doi.org/10.1080/09588221.2018.1545670
• Li, R. (2022). Effects of mobile-assisted language learning on EFL/ESL reading comprehension. Educational Technology & Society, 25(3), 15-29. https://www.jstor.org/stable/48673721
• Lin, V., Yeh, H. C., & Chen, N. S. (2022). A systematic review on oral interactions in robot-assisted language learning. Electronics, 11(2), 290. https://doi.org/10.3390/electronics11020290
• Mahdi, H. S., & Al Khateeb, A. A. (2019). The effectiveness of computer‐assisted pronunciation training: A meta‐analysis. Review of Education, 7(3), 733-753. https://doi.org/10.1002/rev3.3165
• Maican, M. A., & Cocoradă, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781. https://doi.org/10.3390/su13020781
• Marek, M. W., & Wu, W. C. V. (2019). Creating a technology-rich English language learning environment. Second Handbook of English Language Teaching, 757-777. https://link.springer.com/referenceworkentry/10.1007/978-3-030-02899-2_39
• Mendoza, J. S., Pody, B. C., Lee, S., Kim, M., & McDonough, I. M. (2018). The effect of cellphones on attention and learning: The influences of time, distraction, and nomophobia. Computers in Human Behavior, 86, 52-60. https://doi.org/10.1016/j.chb.2018.04.027
• Merzifonluoglu, A., & Takkac Tulgar, A. (2022). Are digital technologies effective for the improvement of L2 vocabulary at tertiary level?. The Reading Matrix: An International Online Journal, 22(1), 56-72. https://www.readingmatrix.com/files/27-46fafx5r.pdf
• Metruk, R. (2020). Confronting the challenges of MALL: Distraction, cheating, and teacher readiness. International Journal of Emerging Technologies in Learning (iJET), 15(2), 4-14. https://www.learntechlib.org/p/217166/?nl=1
• Murray, L., Giralt, M., & Benini, S. (2020). Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning. ReCALL, 32(3), 250-271. https://doi.org/10.1017/S0958344020000130
• Nazari, M., & Xodabande, I. (2022). L2 teachers’ mobile-related beliefs and practices: Contributions of a professional development initiative. Computer Assisted Language Learning, 35(7), 1354-1383. https://doi.org/10.1080/09588221.2020.1799825
• Ozmen, H., & Karamustafaoglu, O. (2019). Egitimde arastirma yontemleri. Ankara: Pegem Akademi, 2.
• Pardede, P. (2019). Print vs digital reading comprehension in EFL. Journal of English Teaching, 5(2), 77-90. https://eric.ed.gov/?id=EJ1266161
• Pratama, S. H. H., Arifin, R. A., & Widianingsih, A. W. S. (2020). The use of Youtube as a learning tool in teaching listening skill. International Journal of Global Operations Research, 1(3), 123-129. https://doi.org/10.47194/ijgor.v1i3.50
• Qi, X. U. (2020). Applying MALL to an EFL listening and speaking course: An action research approach. Turkish Online Journal of Educational Technology-TOJET, 19(4), 24-34. https://eric.ed.gov/?id=EJ1272844
• Rahmania, A. H., & Mandasari, B. (2021). Students’ perception towards the use of Joox application to improve students’ pronunciation. Journal of English Language Teaching and Learning, 2(1), 39-44. https://doi.org/10.33365/jeltl.v2i1.758
• Raygan, A., & Moradkhani, S. (2022). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789-1810. https://doi.org/10.1080/09588221.2020.1839106
• Sari, S. N., & Aminatun, D. (2021). Students’ perception on the use of English movies to improve vocabulary mastery. Journal of English Language Teaching and Learning, 2(1), 16-22. https://doi.org/10.33365/jeltl.v2i1.757
• Schreiber, B. R., & Jansz, M. (2020). Reducing distance through online international collaboration. ELT Journal, 74(1), 63-72. https://doi.org/10.1093/elt/ccz045
• Setiawan, M. R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students’ motivation in learning vocabulary. Studies in English Language and Education, 7(1), 83-95. https://doi.org/10.24815/siele.v7i1.15359
• Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524-546. https://doi.org/10.3390/su12020524
• Shin, D., Kwon, S. K., & Lee, Y. (2021). The effect of using online language-support resources on L2 writing performance. Language Testing in Asia, 11(1), 1-23. https://doi.org/10.1186/s40468-021-00119-4
• Simsek, H., & Yildirim A. (2011). Sosyal bilimlerde nitel arastirma yontemleri. Ankara: Seckin Yayincilik.
• Smith, E. E., Kahlke, R., & Judd, T. (2020). Not just digital natives: Integrating technologies in professional education contexts. Australasian Journal of Educational Technology, 36(3), 1-14. https://doi.org/10.14742/ajet.5689
• Sosas, R. V. (2021). Technology in teaching speaking and its effects to students learning English. Journal of Language and Linguistic Studies, 17(2), 958-970. https://search.informit.org/doi/abs/10.3316/informit.216416293600311
• Srebnaja, J. (2020). The role and implementation of new technologies in the ELT (English language teaching). In Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 94-110). IGI Global. https://doi.org/ 10.4018/978-1-5225-9618-9.ch005
• Stockwell, G., & Reinders, H. (2019). Technology, motivation and autonomy, and teacher psychology in language learning: Exploring the myths and possibilities. Annual Review of Applied Linguistics, 39, 40-51. https://doi.org/10.1017/S0267190519000084
• Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33-48. https://doi.org/10.1016/j.compedu.2018.12.005
• Sumardi, S., & Muamaroh, M. (2020). Edmodo impacts: Mediating digital class and assessment in English language teaching. Jurnal Cakrawala Pendidikan, 39(2), 319-331. https://doi.org/ 10.21831/cp.v39i2.30065
• Sun, Y., & Gao, F. (2020). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Educational Technology Research and Development, 68, 1181-1198. https://doi.org/10.1007/s11423-019-09733-9
• Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006. https://doi.org/10.1080/09588221.2019.1618876
• Tashakkori, A. & Teddlie, C. (2003). Handbook of mixed methods in social & behavioral research. Thousand Oaks: Sage.
• Taylor, A. M. (2021). Technology and reading: The effects of CALL glossing. Psychological Reports, 124(5), 2092-2118. https://doi.org/10.1177/0033294120954139
• Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The effectiveness of using technology in learning English. AsiaCALL Online Journal, 12(2), 24-40. https://asiacall.info/acoj/index.php/journal/article/view/26
• Wang, Y. H. (2017). Integrating self-paced mobile learning into language instruction: Impact on reading comprehension and learner satisfaction. Interactive Learning Environments, 25(3), 397-411. https://doi.org/10.1080/10494820.2015.1131170
• Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: Learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297-323. https://doi.org/10.1080/09588221.2019.1607881
• Wongsuriya, P. (2020). Improving the Thai students' ability in English pronunciation through mobile application. Educational Research and Reviews, 15(4), 175-185. https://doi.org/ 10.5897/ERR2020.3904
• Xu, Q., Dong, X., & Jiang, L. (2017). EFL learners' perceptions of mobile‐assisted feedback on oral production. TESOL Quarterly, 51(2), 408-417. https://www.jstor.org/stable/44984761
• Yang, J. (2013). Mobile assisted language learning: Review of the recent applications of emerging mobile technologies. English Language Teaching, 6(7), 19-25. http://dx.doi.org/10.5539/elt.v6n7p19
• Yang, X. (2018). The changing roles of college English teachers under interactive network platform. In 2018 International Conference on Education, Economics and Social Science. (pp. 241-244). Atlantis Press. http://doi.org/ 10.2991/iceess-18.2018.58
• Yeh, H. C., & Lai, W. Y. (2019). Speaking progress and meaning negotiation processes in synchronous online tutoring. System, 81, 179-191. https://doi.org/10.1016/j.system.2019.01.001
• Zahra, M., Hussain, T., & Shahwar, D. (2020). Role of technology in developing oral fluency among intermediate students. Global Regional Review, 1, 442-459. https://doi.org/ 10.31703/grr.2020(V-I).48
• Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696-742. https://doi.org/10.1080/09588221.2020.1744666
• Zhonggen, Y., Ying, Z., Zhichun, Y., & Wentao, C. (2019). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, 32(4), 323-341. https://doi.org/10.1080/09588221.2018.1517093