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Bilgi Teknolojileri ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme ve Başarıları Üzerindeki Etkileri

Year 2017, Issue: 12, 49 - 66, 25.07.2017

Abstract

Teknoloji eğitimin önemli
unsurlarından biridir. Günümüzde, sadece üniversite öğrencileri değil, dil
öğretimi de teknolojinin sürekli gelişmesi ile karşı karşıya gelmektedir. Her
ne kadar bilgi teknolojileri, 21. yüzyıl öğretmenleri ve öğrencileri için etkin
bir araç olarak görülse de, pedagoji her zaman ön planda tutulmalıdır.
Kurumlar, okullar ve üniversiteler eğer varolan öğretim programı ve öğretim
stratejilerini yenilerler ise, o zaman öğrencilerin konuları anlamasındaki
gelişim ve başarı düzeylerinde artış gözlemlenebilir. İşte bu yüzden, yeni nesle
yönelik etkin bir öğretimin 21. yüzyılda İngilizceyi yabancı dil (EFL) olarak
öğrenmedeki beklentilerini karşılayabilmesi gerekmektedir. Bu çalışmada, Kadir
Has Üniversitesi Yabancı Diller İngilizce Hazırlık Programı’na devam etmekte
olan öğrencilerin teknoloji ile geliştirilmiş okuma derslerine yönelik görüşleri
incelenmiştir. Yapılan değerlendirmelere göre; uygun ve yeterli bilgi
teknolojileri okuma derslerinin içeriğine uygulandığında, öğrencilerin okuma
derslerine yönelik görüşlerinin olumlu yönde değiştiği gözlemlenmiştir. Doğru
ders malzemeleri ve sıralama ile sunulan bir ders içeriği ve akışı, kurumda
okutulan okuma ders kitabındaki yetersiz olan aktiviteleri daha iletişimsel ve
işbirlikci bir öğretim haline dönüştürmüştür. Ayrıca elde edilen sonuçlar;
öğrencilerin daha etkin okuyucular haline geldiğini ve gözle görülebilir
akademik başarı elde ettiklerini göstermektedir. Bu durum, öğrencilerin okumaya
ve öğrenmeye karşı olan tutumlarını da olumlu yönde etkilemiştir. Fakat,
teknolojinin gün ve gün hızla gelişmesi karşısında, kurumlar ve öğretmenler
için de güncelleme yapmak kaçınılmazdır. Bu ön çalışma ile, bilgi teknolojileri
ile geliştirilmiş derslerin önemi ve faydalarının açığa çıkmasına ışık tutması
amaçlanmıştır.

References

  • Acharya, V., Patel, A. & Jethava, S. (2013). A Survey on Social Networking to Enhance the Teaching and Learning Process. International Journal of Advanced Research in Computer Science and Software Engineering. Vol.3, Issue 6.
  • AECT (1977). The Definition of Educational Technology, Task Force on Definition and Terminology, Washington, D.C. 1, 2.
  • Alderson, J. C. (1984). Reading in a foreign language: a reading problem or a language problem? In J. C. Alderson and A. H. Urquhart (eds.), Reading in a Foreign Language. London: Longman.
  • Attwell, G. & Hughes, J. (2010). Pedagogic Approaches to Using Technology for Learning Literature Review, UK September 2010.
  • Barad, D. P. (2009). Pedagogical Issues Related to Speaking and Listening Skills & Sound Editing Software, AudacityLT Weekly, Online Journal, Vol.1 (27).
  • Bastidas, J. A. (2006). A framework to understanding motivation in the TESOL field. PROFILE Issues in Teachers' Professional Development, 7, 147-159.
  • Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). Glasgow: the Caledonian Academy, Glasgow Caledonian University.
  • Chapelle, C. A. (2001). Computer-assisted language learning. In R. Kaplan, (Ed.). Handbook of applied linguistics, Oxford: Oxford University Press.
  • Coffield, F. (2008). Just suppose teaching and learning became the first priority. Learning and Skills Network.
  • Cohen, A. D. (1990). Language learning: Insights for learners, teachers, and researchers. New York: Newbury House.
  • Dexter, S.L., Anderson, R. E., & Becker, H. J., (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31 (3), 221-239.
  • Doolittle, P. E., & Camp, W. G. (1999). Constructivism: the career and technical education perspective. Journal of Vocational and Technical Education, Volume 16, Number 1. Edgerton, R. (1983). A college education up to beating the Japanese. AAHE Bulletin, 35 (10), 3– 7.
  • Franklin, T. & van Harmlen, M. (2007). Web 2.0 for Content for Learning and Teaching in Higher Education. Retrieved from www.obhe.ac.uk/documents/download?id=24
  • Grabe, W. & Stoller, F. L. (2002). Teaching and researching reading. Great Britain: Pearson Education Limited.
  • Graddol, D. (1997). The Future of English, The British Council, 1st ed., 2.
  • Hedge, T. (2003). Teaching & learning in the language classroom. UK: OUP. Nunan, D. (1999). Second Language Teaching and Learning. Boston. MA: Heinle & Heinle.
  • Ilter, B.G. (2009). Effect of technology on motivation in EFL classrooms. TOJDE. 10 (4), 1. Januszewski, A., & Molenda, M. (2008). Chapter 1: Definition. In Januszewski, A., & Molenda, M. (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum Associates.
  • Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Upper Saddle River, NJ: Prentice Hall.
  • Jordan, L. & Hendricks, C. (2002). Increasing sixth grade students' engagement in literacy learning. Network, 5 (1), Article 1.
  • Kasper, F. L. (2002a). Language Learning & Technology. Vol. 4, No. 2, September 2000, 105-128.
  • Kirkwood, A. & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39 (1), 6–36.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press Inc.
  • Levine, A., Ferenz, O. & Reves, T. (2000). EFL academic reading and modern technology: How can we turn our students into independent critical readers? TESL‐EJ, 4, 4.
  • Long, M. H., (1991). An Introduction to Second Language Acquisition Research, Diane Larsen- Freeman and Micheal H. Long , New York, NY: Longman Inc., 398.
  • Long, M. H., Kanagy,R. & Falodun,J. (1993). Choosing and using communication tasks for second language instruction and research. in G.Crookes & S.M.Gass (Eds.) Tasks and Language Learning: Integrating Theory & Practice. (9-34). Clevedon, UK: Multilingual Matters.
  • Mayora, C. (2006). Integrating multimedia technology in a high school EFL program. English Teaching Forum, Number 3, April.
  • Mikulecky, B. S. (2008). Teaching Reading in a Second Language. Pearson Longman, USA.
  • Owsten, R. D. (1997). the World Wide Web: A Technology to Enhance Teaching and Learning, Research New and Comment March issue, 27.
  • Pica, T. (1994). Research on Negotiation: What Does It Reveal About Second-Language Learning Conditions, Processes, and Outcomes? Language Learning Volume 44, Issue 3, 493–527, September 1994.
  • Roblyer, M. D. (2003). Integrating educational technology into teaching (3rd edition). Upper Saddle River, New Jersey: Merrill Prentice Hall. Roblyer, M.D. (2003), Integrating Educational Technology in to Teaching, Prentice Hall.
  • Roschelle J. (2003). Keynote paper: Unlocking the learning value of wireless mobile devices, Journal of Computer Assisted Learning, 19(3), 260-272.
  • Blake, R. J. (2008). Brave new digital classroom technology and foreign language learning, Georgetown University Press, Washington D.C., 15.
  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology 25, 54–67 (2000).
  • Selber, S. (2004), Multiliteracies for Digital Age (Studies inWriting and Rhetoric), USA, 36.
  • Walker, R., Voce, J. & Ahmed, J. (2012). Survey of technology enhanced learning for higher education in the UK, Oxford: Universities and Colleges Information Systems 31. Webster online dictionary. https://www.merriam-webster.com/
Year 2017, Issue: 12, 49 - 66, 25.07.2017

Abstract

References

  • Acharya, V., Patel, A. & Jethava, S. (2013). A Survey on Social Networking to Enhance the Teaching and Learning Process. International Journal of Advanced Research in Computer Science and Software Engineering. Vol.3, Issue 6.
  • AECT (1977). The Definition of Educational Technology, Task Force on Definition and Terminology, Washington, D.C. 1, 2.
  • Alderson, J. C. (1984). Reading in a foreign language: a reading problem or a language problem? In J. C. Alderson and A. H. Urquhart (eds.), Reading in a Foreign Language. London: Longman.
  • Attwell, G. & Hughes, J. (2010). Pedagogic Approaches to Using Technology for Learning Literature Review, UK September 2010.
  • Barad, D. P. (2009). Pedagogical Issues Related to Speaking and Listening Skills & Sound Editing Software, AudacityLT Weekly, Online Journal, Vol.1 (27).
  • Bastidas, J. A. (2006). A framework to understanding motivation in the TESOL field. PROFILE Issues in Teachers' Professional Development, 7, 147-159.
  • Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). Glasgow: the Caledonian Academy, Glasgow Caledonian University.
  • Chapelle, C. A. (2001). Computer-assisted language learning. In R. Kaplan, (Ed.). Handbook of applied linguistics, Oxford: Oxford University Press.
  • Coffield, F. (2008). Just suppose teaching and learning became the first priority. Learning and Skills Network.
  • Cohen, A. D. (1990). Language learning: Insights for learners, teachers, and researchers. New York: Newbury House.
  • Dexter, S.L., Anderson, R. E., & Becker, H. J., (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31 (3), 221-239.
  • Doolittle, P. E., & Camp, W. G. (1999). Constructivism: the career and technical education perspective. Journal of Vocational and Technical Education, Volume 16, Number 1. Edgerton, R. (1983). A college education up to beating the Japanese. AAHE Bulletin, 35 (10), 3– 7.
  • Franklin, T. & van Harmlen, M. (2007). Web 2.0 for Content for Learning and Teaching in Higher Education. Retrieved from www.obhe.ac.uk/documents/download?id=24
  • Grabe, W. & Stoller, F. L. (2002). Teaching and researching reading. Great Britain: Pearson Education Limited.
  • Graddol, D. (1997). The Future of English, The British Council, 1st ed., 2.
  • Hedge, T. (2003). Teaching & learning in the language classroom. UK: OUP. Nunan, D. (1999). Second Language Teaching and Learning. Boston. MA: Heinle & Heinle.
  • Ilter, B.G. (2009). Effect of technology on motivation in EFL classrooms. TOJDE. 10 (4), 1. Januszewski, A., & Molenda, M. (2008). Chapter 1: Definition. In Januszewski, A., & Molenda, M. (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum Associates.
  • Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Upper Saddle River, NJ: Prentice Hall.
  • Jordan, L. & Hendricks, C. (2002). Increasing sixth grade students' engagement in literacy learning. Network, 5 (1), Article 1.
  • Kasper, F. L. (2002a). Language Learning & Technology. Vol. 4, No. 2, September 2000, 105-128.
  • Kirkwood, A. & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39 (1), 6–36.
  • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press Inc.
  • Levine, A., Ferenz, O. & Reves, T. (2000). EFL academic reading and modern technology: How can we turn our students into independent critical readers? TESL‐EJ, 4, 4.
  • Long, M. H., (1991). An Introduction to Second Language Acquisition Research, Diane Larsen- Freeman and Micheal H. Long , New York, NY: Longman Inc., 398.
  • Long, M. H., Kanagy,R. & Falodun,J. (1993). Choosing and using communication tasks for second language instruction and research. in G.Crookes & S.M.Gass (Eds.) Tasks and Language Learning: Integrating Theory & Practice. (9-34). Clevedon, UK: Multilingual Matters.
  • Mayora, C. (2006). Integrating multimedia technology in a high school EFL program. English Teaching Forum, Number 3, April.
  • Mikulecky, B. S. (2008). Teaching Reading in a Second Language. Pearson Longman, USA.
  • Owsten, R. D. (1997). the World Wide Web: A Technology to Enhance Teaching and Learning, Research New and Comment March issue, 27.
  • Pica, T. (1994). Research on Negotiation: What Does It Reveal About Second-Language Learning Conditions, Processes, and Outcomes? Language Learning Volume 44, Issue 3, 493–527, September 1994.
  • Roblyer, M. D. (2003). Integrating educational technology into teaching (3rd edition). Upper Saddle River, New Jersey: Merrill Prentice Hall. Roblyer, M.D. (2003), Integrating Educational Technology in to Teaching, Prentice Hall.
  • Roschelle J. (2003). Keynote paper: Unlocking the learning value of wireless mobile devices, Journal of Computer Assisted Learning, 19(3), 260-272.
  • Blake, R. J. (2008). Brave new digital classroom technology and foreign language learning, Georgetown University Press, Washington D.C., 15.
  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology 25, 54–67 (2000).
  • Selber, S. (2004), Multiliteracies for Digital Age (Studies inWriting and Rhetoric), USA, 36.
  • Walker, R., Voce, J. & Ahmed, J. (2012). Survey of technology enhanced learning for higher education in the UK, Oxford: Universities and Colleges Information Systems 31. Webster online dictionary. https://www.merriam-webster.com/
There are 35 citations in total.

Details

Journal Section Makaleler
Authors

Zeynep Munzur

Publication Date July 25, 2017
Published in Issue Year 2017 Issue: 12

Cite

APA Munzur, Z. (2017). Bilgi Teknolojileri ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme ve Başarıları Üzerindeki Etkileri. Journal of Education and Future(12), 49-66.
AMA Munzur Z. Bilgi Teknolojileri ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme ve Başarıları Üzerindeki Etkileri. JEF. July 2017;(12):49-66.
Chicago Munzur, Zeynep. “Bilgi Teknolojileri Ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme Ve Başarıları Üzerindeki Etkileri”. Journal of Education and Future, no. 12 (July 2017): 49-66.
EndNote Munzur Z (July 1, 2017) Bilgi Teknolojileri ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme ve Başarıları Üzerindeki Etkileri. Journal of Education and Future 12 49–66.
IEEE Z. Munzur, “Bilgi Teknolojileri ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme ve Başarıları Üzerindeki Etkileri”, JEF, no. 12, pp. 49–66, July 2017.
ISNAD Munzur, Zeynep. “Bilgi Teknolojileri Ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme Ve Başarıları Üzerindeki Etkileri”. Journal of Education and Future 12 (July 2017), 49-66.
JAMA Munzur Z. Bilgi Teknolojileri ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme ve Başarıları Üzerindeki Etkileri. JEF. 2017;:49–66.
MLA Munzur, Zeynep. “Bilgi Teknolojileri Ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme Ve Başarıları Üzerindeki Etkileri”. Journal of Education and Future, no. 12, 2017, pp. 49-66.
Vancouver Munzur Z. Bilgi Teknolojileri ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme ve Başarıları Üzerindeki Etkileri. JEF. 2017(12):49-66.
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