Teknoloji Destekli Öz-Düzenlemeli̇ Dil Öğrenimi: Sistematik Bir İnceleme

Year 2024, , 461 - 480, 31.08.2024

Ceyda Yalçın

https://doi.org/10.17679/inuefd.1396935

Abstract

Bu çalışmada, teknoloji destekli öz-düzenlemeli dil öğrenimine yönelik 2011-2022 yılları arasında yapılan araştırmalar konu ve odak noktaları, uygulanan yöntemler ve araştırma sonuçları kapsamında incelenmiştir. Bu bağlamda 30 çalışma ele alınmıştır. Çok sayıda özgün çalışmanın bulguları sistematik derleme kullanılarak sentezlenmiş ve birleştirilmiştir. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Bu yöntemle veriler temalar halinde kategorize edilerek kodlanmıştır. Sonuçlar, öz-düzememeli dil öğreniminde teknoloji kullanımının duyuşsal, dilsel, üst bilişsel, bilişsel ve sosyokültürel alanlarda öğrencilerin dil öğrenimini geliştirdiğini ve kolaylaştırdığını ortaya koymuştur. Çalışmalar tematik olarak en fazla duyuşsal ve dilsel alanlara odaklanmıştır. Yöntem olarak çalışmalarda nicel ve karma yöntemler ağırlıklı olarak kullanılmıştır. Bulgular, duyuşsal açıdan teknoloji kullanımının öğrenenlerin öz-düzenlemeli dil öğrenimine yönelik tutum, motivasyon ve algılarını olumlu etkilediğini göstermiştir. Dilsel açıdan öğrenenlerin dil becerileri gelişmiş ve dil öğrenme çıktıları olumlu yönde ilerlemiştir. Üst bilişsel açıdan, öğrencilerin kendi öğrenmelerini planlama becerileri artmıştır. Sosyokültürel anlamda işbirliği içinde öğrenmenin, öz-düzenlemeli dil öğrenmeyi geliştirdiği saptanmıştır. Bilişsel açıdan bilişsel stratejiler kullanmanın, teknoloji destekli öz-düzenlemeli dil öğrenimini desteklediği tespit edilmiştir. Çalışma sonunda eğitimcilere dil öğreniminde teknoloji kullanımı ve öz-düzenlemeli öğrenme konusunda daha çok uygulamalı çalışmalar yapmaları hususunda önerilerde bulunulmuştur.

Keywords

Teknoloji, öz-düzenlemeli dil öğrenimi, sistematik inceleme.

Technology-Supported Self-Regulated Language Learning: A Systematic Review

Abstract

In this study, studies on technology-supported self-regulated language learning conducted between 2011 and 2022 are examined in terms of subject and focus points, applied techniques, and research findings. Thirty studies are addressed in this context. The findings of numerous original studies are synthesized and merged by using systematic review. The content analysis method was used to analyze the data. With this method, the data were coded by categorizing them into themes. The findings demonstrated that using technology in self-regulated language learning improves and promotes students' language learning in affective, linguistic, metacognitive, cognitive, and sociocultural areas. Thematically, studies focused mostly on affective and linguistic aspects. The research primarily used quantitative and mixed approaches as methodology. The findings revealed that, from an affective standpoint, the use of technology favorably influences learners' attitudes, motivation, and perceptions toward self-regulated language learning. Linguistically learners' language skills improved and language-learning outcomes progressed positively. In metacognitive terms, students' ability to plan their own learning increased. It is determined that learning cooperatively in the sociocultural sense improves self-regulated language learning. In terms of cognition, using cognitive strategies is found to support technology-supported self-regulated language learning. The study ends with some implications for doing more practical studies on the use of technology in self-regulated language learning.

Keywords

Technology, self-regulated language learning, systematic review

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