Mobil Destekli İngilizce Öğreniminde Ebeveynlerin Rolü

Abstract

 İnternet kullanımının yaygınlaşması, bilgiye erişim biçimlerini köklü biçimde dönüştürmüş ve bireylerin dijital dünyada etkileşim kurma ve öğrenme süreçlerini yeniden şekillendirmiştir. Bu dönüşümle birlikte tablet, akıllı telefon ve dizüstü bilgisayar gibi mobil cihazların eğitim süreçlerine entegre edilmesi, öğrenme ortamlarının mekândan ve zamandan bağımsız bir yapıya kavuşmasını sağlamıştır. Mobil teknolojilerin eğitimle bütünleşmesi, özellikle yabancı dil öğreniminde mobil destekli uygulamaların yaygın kullanımını teşvik ederek öğrenenlere daha esnek, kişiselleştirilebilir ve etkileşim temelli bir öğrenme deneyimi sunmuştur. Bu çalışmanın amacı, okul öncesi çocukların mobil destekli İngilizce öğreniminde ebeveyn katılımının etkisini araştırmaktır. Çalışma, nitel araştırma yöntemlerinden biri olan fenomenolojik vaka çalışması tasarımı ile yürütülmüştür. Veriler; kontrol listesi ve yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırmanın çalışma grubunu çocuklarının İngilizce öğrenmesini mobil cihazlarla destekleyen üç ebeveyn oluşturmaktadır. Katılımcılar, kolay ulaşılabilir örneklem yoluyla belirlenmiştir. Sonuçlar, üç ana tema altında değerlendirilmiştir. Bunlar; ebeveyn katılımı, karşılaşılan zorluklar ve geliştirilmiş stratejilerdir. Bu çalışma, aileyi kapsayan dil öğrenme uygulamalarının gelişmesine katkıda bulunabilir ve küçük yaştaki öğrencilere özel mobil öğrenme araçlarının tasarımına bilgi sağlayabilir. Ayrıca araştırma, ailelerin dijital açıdan zengin ortamlarda çocuklarını İngilizce öğrenme sürecinde nasıl daha anlamlı biçimde destekleyebileceklerine ışık tutmaktadır.

Keywords

• Ebeveynler
• okul öncesi çocuklar
• mobil destekli yabancı dil öğrenimi

Parents' Roles in Mobile-Assisted English Learning

Abstract

The proliferation of internet use has radically transformed how individuals access information and reshaped the way they interact and learn in the digital world. This transformation, with the integration of mobile devices such as tablets, smartphones, and laptops into educational processes, has enabled learning environments to become independent of time and space. The integration of mobile technologies into education has encouraged the widespread use of mobile-supported applications, particularly in foreign language learning, providing learners with a more flexible, customizable, and interactive learning experience. The present study aims to investigate the influence of parental involvement on preschoolers’ mobile-assisted English learning. The study employed a phenomenological case study design, one of the qualitative research methods. Data were collected through a checklist and semi-structured interviews. The study group consisted of three parents who support their children's English language learning with mobile devices. Participants were recruited through convenience sampling. The results were analyzed under three main themes: parental involvement, challenges, and strategies. This study can contribute to the development of family-inclusive language learning applications and provide information on the design of mobile learning tools specifically for young learners. Furthermore, the study will shed light on how families can more meaningfully support their children's English language learning in a digitally rich environment.

Keywords

• Parents
• preschool children
• mobile-assisted foreign language learning

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