A Metaphorical Analysis: Pre-service EFL Teachers’ Perceptions on the Concepts of “Technology” and “Web 2.0 Tools”

Year 2023, , 857 - 892, 31.10.2023

Serpil Uçar

https://doi.org/10.46778/goputeb.1336225

Abstract

As they provide a fresh perspective to comprehend a difficult topic, metaphors can be seen as interpretive communication tools. The objective of this study was to examine, via a metaphorical analysis, how pre-service EFL teachers view the ideas about technology and Web 2.0 tools. 97 students from a state university's department of ELT participated in the study throughout the 2022–2023 academic year. Because it describes the current condition, the study is descriptive. As a data collection instrument, a metaphor elicitation sheet including two prompts “Technology is (like)……. because ……and Web 2.0 tools are (like)…… because……….” was utilized to get the data. A qualitative data study design was employed to examine the data. The phenomenological research design was adopted in this current study. The procedures for the data analysis were the naming/labeling stage, sorting stage, categorizing stage, determining the inter-rater reliability ratio, and analyzing the data quantitatively. In order to ensure inter-reliability, the two faculty members were asked to review the accuracy of the metaphors. The results indicated that pre-service EFL teachers had positive and negative metaphors for technology and Web 2.0 technologies.

Keywords

Pre-service EFL Teachers, Technology, A Metaphorical Analysis, Web 2.0 Tools

Metaforik Bir Analiz: İngilizce Öğretmeni Adaylarının “Teknoloji” ve “Web 2.0 Araçları” Kavramlarına İlişkin Algıları

Abstract

Metaforlar, zor bir konuyu kavramak için yeni bir bakış açısı sağladığından yorumlayıcı iletişim araçları olarak görülebilir. Bu çalışmanın amacı, metaforik bir analiz yoluyla, İngilizce öğretmen adaylarının teknoloji ve Web 2.0 araçlarını nasıl gördüklerini incelemektir. Araştırmaya 2022–2023 akademik yılı boyunca bir devlet üniversitesinin İngilizce Öğretmenliği bölümünden 97 öğrenci katılmıştır. Mevcut durumu betimlediği için çalışma tanımlayıcı niteliktedir. Veri toplama aracı olarak “Teknoloji ......... gibidir, çünkü ............ ve Web 2.0 araçları ......… gibidir çünkü…” yönlendirmeleri ile kavramların zihinsel imgelerinin ortaya çıkarılması hedeflenmiştir. Verilerin incelenmesinde nitel veri araştırması tasarımı kullanılmıştır. Bu çalışmada fenomenolojik araştırma tasarımı benimsenmiştir . Verilerin analizinde uygulanan işlemler; adlandırma/etiketleme aşaması, sıralama aşaması, kategorize etme aşaması, değerlendiriciler arası güvenirlik oranının belirlenmesi ve verilerin analiz edilmesi aşamalarından oluşmuştur. Güvenirliğin sağlanması amacıyla iki öğretim üyesinden metaforların doğruluğunu incelemeleri istenmiştir. Sonuçlar, İngilizce öğretmen adaylarının teknoloji ve Web 2.0 teknolojileri için olumlu ve olumsuz metaforlara sahip olduğunu göstermiştir.

Keywords

İngilizceyi Yabancı Dil Olarak Öğreten Öğretmen Adayları, Teknoloji, Metaforik Analiz, Web 2.0 Araçları

References

• Açıkgöz, K. (2002). Aktif öğrenme. [Active learning]. Eğitim Dünyası Yayınları.
• Akdemir, O., Bicer, D., & Parmaksiz, R. (2015). Prospective teachers’ information and communication technology metaphors. World Journal on Educational Technology, 7(1), 9-21.
• Annells, M. (2006). Triangulation of qualitative approaches: Hermeneutical phenomenology and grounded theory. Journal of Advanced Nursing, 56(1), 55-61. https://doi.org/10.1111/j.1365-2648.2006.03979.x
• Aşıksoy, G. (2018). ELT students’ attitudes and awareness towards the use of Web 2.0 technologies for language learning. Journal of Language and Linguistic Studies, 14(2), 240-251. https://dergipark.org.tr/en/pub/jlls/issue/43364/527969
• Avcı, F., & Atik, H. (2020). Metaphoric perceptions and views of preschool and elementary teachers on the concept of" Web 2.0 tools". Qualitative Social Sciences, 2(2), 142-165.
• Aydoğmuş, M., & Arslantaş, S. (2021). Prospective teachers’ metaphors as a lens to understand how they perceive ‘Web 2.0’. Research on Education and Media, 12(1), 58-68. https://doi.org/10.2478/rem-2020-0007
• Aytan, T. & Başal, A. (2015). Investigation of the perceptions of pre-service Turkish teachers towards Web 2.0 tools, Turkish Studies, 10 (7), 149–166. https://doi.10.7827/turkishstudies.8388
• Benson, L. F, Farnsworth, B. J., Bahr, D. L., Lewis, V. K & Shara, S. H. (2004). The impact of training in technology-assisted instruction on skills and attitudes of pre-service teachers. Education, 124 (4), 649– 652.
• Brenner, K. (2014). Digital Stories: A 21st-century communication tool for the English language classroom. English Teaching Forum, 52, 22–29. https://files.eric.ed.gov/fulltext/EJ1029170.pdf
• CAI, L. Q.. 2003. The application of theories of metaphor in SLA. Journal of Foreign Languages, 6, 38-45.
• Çağıltay, K., Yıldırım, S., Aslan, İ., Gök, A., Gürel, G., Karakuş, T., & diğerleri (2007, Şubat). Öğretim teknolojilerinin üniversitede kullanımına yönelik alışkanlıklar ve beklentiler: Betimleyici bir çalışma. [Habits and expectations towards the use of instructional technologies at the university: A descriptive study] Oral presentation at the Academic Informatics Conference, Dumlupınar University, Kütahya.
• Cakir, R., & Solak, E. (2014). Exploring the factors influencing e-learning of Turkish EFL learners through TAM. TOJET: The Turkish Online Journal of Educational Technology, 13(3). https://search.proquest.com/openview/2e02dd1d81f6843282434c79b3d0b673/1?porigsite=gscholar&cbl=1576361
• Çelik, H. C. & Kahyaoğlu, M. (2007). İlköğretim öğretmen adaylarının teknolojiye yönelik tutumlarının kümeleme analizi [The cluster analysis of primary school candidate teachers’ attitudes toward technology]. The Journal of Turkish Educational Sciences, 4 (5), 571–586. https://dergipark.org.tr/en/pub/tebd/issue/26114/275120
• Chen, Y. (2009). The effect of applying wikis in an English as a foreign language (EFL) class in Taiwan (Doctoral Dissertation). ProQuest Dissertations and Theses database. (Accession No. 200920820)
• Cormode, G., & Krishnamurthy, B. (2008). Key differences between Web 1.0 and Web 2.0. First Monday, 13(6), 1–30. https://doi.org/10.5210/fm.v13i6.2125
• Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21(1), 18-36. https://doi.org/10.1017/S095834400900010X
• Elmas, R., & Geban, Ö. (2012). Web 2.0 tools for 21st-century teachers. International Online Journal of Educational Sciences, 4(1), 243-254.
• Flores, J. F. F. (2015). Using gamification to enhance second language learning. Digital Education Review, (27), 32– 54.
• Fraenkel, J. R. & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill Companies.
• Gök, B., & Erdoğan, T. (2010). Investigation of pre-service teachers’ perceptions about concept of technology through metaphor analysis. Turkish Online Journal of Educational Technology, 9(2), 145-160. http://www.tojet.net/articles/v9i2/9216.pdf
• Göksu, İ., & Koçak, Ö. (2020). The metaphoric perceptions of pre-service teachers towards instructional technology. Journal of Instructional Technologies and Teacher Education, 9(2), 125-143. https://dergipark.org.tr/en/pub/jitte/issue/58463/780288
• Guerrero, M. C., & Villamil, O. S. (2002). Metaphorical conceptualizations of ELS teaching and learning. Language Teaching Research, 6(2), 95-120. https://doi.org/10.1191/1362168802lr101oa
• Gurol, M., & Donmus, V. (2010). Metaphors created by prospective teachers related to the concept of “Social Network”. Procedia-Social and Behavioral Sciences, 9, 1489-1496. https://doi.org/10.1016/j.sbspro.2010.12.354
• Grant, S. (2016). Peer review process completion rates and subsequent student perceptions within completely online versus blended modes of study. System, 62(1), 93-101. https://doi.org/10.1016/j.system.2016.06.010
• Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86.
• Halim, M. S. A. A., & Hashim, H. (2019). Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers. Journal of Counseling and Educational Technology, 2(1), 19-26. https://doi.org/10.32698/0381
• Horzum, M. B. (2010). Investigating teachers’ Web 2.0 tools awareness, frequency and purposes of usage in terms of different variables. International Journal of Human Sciences, 7(1), 603-634. https://core.ac.uk/download/pdf/268072336.pdf
• Horzum, M. B., & Aydemir, Z. (2014). Web 2.0 tools and educational usage self-efficacy: A scale development study. Procedia-Social and Behavioral Sciences, 116, 453-458. https://doi.org/10.1016/j.sbspro.2014.01.239
• Huang, Y. M., Jeng, Y. L., & Huang, T. C. (2009). An educational mobile blogging system for supporting collaborative learning. Educational Technology and Society, 12(2), 163–175. https://www.jstor.org/stable/pdf/jeductechsoci.12.2.163.pdf
• Kavandı, E (2012). The Effects Of Using Blogs on The Development of Foreign Language Writing Proficiency. Unpublished PhD Dissertation. Gazi University Graduate School of Educational Sciences, Ankara.
• Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91–109. http://llt.msu.edu/issues/february2012/kesslerbikowskiboggs.pdf
• Koc, M. (2013). Student teachers' conceptions of technology: A metaphor analysis. Computers & Education, 68, 1-8. https://doi.org/10.1016/j.compedu.2013.04.024
• Kızıl, A. Ş. (2017). Exploring EFL learners' use of web 2.0 tools: Preliminary findings. Pamukkale University Journal of Social Sciences Institute, 27, 28-40 http://hdl.handle.net/11508/9833
• Kucuk, M., & Yalcin, Y. (2014). Turkish elementary school teacher candidates’ technology metaphors. Turkish Journal of Teacher Education, 3(1), 53-63
• Kuru, E. ve Kuru, O. (2019). The metaphorical perceptions of classroom teacher candidates of the concept of education technology. KSÜSBD, 16(1), 257–278. https://doi.org/10.33437/ksusbd.488243
• Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. https://doi.org/10.3102/0034654307309921
• Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. Calico Journal, 27(2), 260–276. https://www.jstor.org/stable/calicojournal.27.2.260
• Lee, M. H., & Tsai, C. C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21. https://doi.org/10.1007/s11251-008-9075-4
• Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364-379. https://doi.org/10.1111/j.1944-9720.2008.tb03297.x
• Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523. https://doi.org/10.1016/j.tate.2005.03.006
• Oxford, R., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R.Z., & Saleh, A. (1998). Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. System 26(1), 3–50. https://doi.org/10.1016/S0346-251X(97)00071-7
• O’Reilly, T. (2005). What is Web 2.0? Design Patterns and business models for the next generation of software. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
• O'Reilly, Tim, What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software. Communications & Strategies, No. 1, p. 17, First Quarter 2007, Available at SSRN: https://ssrn.com/abstract=1008839
• Pannabecker, J., R. (1991). Technological impacts and determinism in technology education: Alternate metaphors from social constructivism. Journal of Technology Education, 3(1), 88-93. https://doi:10.21061/jte.v3i1.a.4
• Park, S. W. (2013). The potential of web 2.0 tools to promote reading engagement in a general education course. TechTrends, 57, 46-53. https://file:///C:/Users/Use/Downloads/s11528-013-0645-1.pdf
• Pearson Education (2015). Student mobile device survey 2015 national report: College students. Pearson Education.
• Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424843
• Reynard, R. (2009). 3 Challenges to wiki use in instruction. Campus Technology, http://21stcenturywalton.pbworks.com/f/Wiki+Use+in+Instruction.pdf
• Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed). Corwin Press.
• Saban, A., Kocbeker, B., N., & Saban, A. (2007). Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17(2), 123-139 https://doi.org/10.1016/j.learninstruc.2007.01.003
• Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring factors that predict preservice teachers’ intentions to use Web 2.0 technologies using decomposed theory of planned behavior. Journal of Research on Technology in Education, 45(2), 171-196. https://doi.org/10.1080/15391523.2012.10782602
• Saraç, M. (2015). An explanatory investigation on the Turkish EFL teachers’ TPACK and their attitudes toward the use of interactive whiteboards. (Unpublished master’s thesis). Anadolu University, Eskişehir.
• Sari, M. I. (2019). The use of Web 2.0 tools for learning in EFL context: Pre-service teachers’ voice. Journal of Foreign Language Teaching and Learning, 4(2), 135-149 https://doi:18196/ftl.4243
• Selevičienė, E., & Burkšaitienė, N. (2016). University students’ attitudes towards the usage of Web 2.0 tools for learning ESP. A preliminary investigation. Socialinių mokslų studijos, 7 (2), 270-291. https://www.ceeol.com/search/article-detail?id=330004
• Şahin Kızıl, A. (2015). Investigating the impact of Wikis on writing performance of EFL students. In H. Oz (Ed.), Language and communication research around the globe: Exploring untested ideas (pp. 103–126). Untested Ideas Research Center.
• Tapscott, D. (1998). Growing up digital: The rise of the net generation. McGraw Hill.
• Tu, C., Blocher, M., & Ntoruru, J. (2008). Integrate Web 2.0 technology to facilitate online professional community: EMI special editing experiences. Educational Media International, 45(4), 335–341. https://doi.org/10.1080/09523980802588634.
• Uçar, S., & Yazici, Y. (2021). An exploratory research: ELT and ELL students’ tendencies towards Web 2.0 tools. European Journal of Education Studies, 8(12), 336-350. https://doi:10.46827/ejes.v8i12.4059
• Ulu Kalın, Ö., & Birişçi, S. (2018). The metaphorical perceptions of teacher candidates on the concept of “Web 2.0 Technology”. Review of International Geographical Education Online, 8(3), 542-555. https://doi:10.33403/rigeo.505269
• Usta, E., & Korkmaz, O. (2010). Pre-service teachers’ computer competencies, perception of technology use and attitudes toward teaching career. International Journal of Human Sciences, 7(1), 1335-1349 https://www.j- humansciences.com/ojs/index.php/IJHS/article/view/1281/561
• Wang, S., & Vásquez, C. (2012). Web 2. 0 and second language learning: What does the research tell us?. Calico Journal, 29(3), 412-430 https://www.jstor.org/stable/calicojournal.29.3.412
• Yoos, G. E. (1971). A phenomenological look at metaphor. Philosophy and Phenomenological Research, 32(1), 78– 88. https://doi.org/10.2307/2105888
• Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us?. CALICO Journal, 29(3), 412-430. https://www.jstor.org/stable/10.2307/calicojournal.29.3.412