Secondary School Students’ Attitude and Motivations Related to Using DynEd Learning English
Abstract
Computers are becoming important components of education. One field where computers are used in education is language teaching and learning. One of the recent educational technology for language teaching and learning, more specifically English language learning, is the computer assisted language learning method. Computer technology can be regarded as an educational tool supporting English Language teaching and learning. Within the scope of this vision, The Turkish Ministry of National Education (MONE) has taken a step forward by starting to implement language learning software named DynEd in secondary schools. MONE has signed an agreement with the Sanko Company in 2006 to apply DynEd language learning (English) software in secondary schools. This software is used in a way that it assists English language teaching process at schools. There is a small numbers of paper in the literature that reflects the effects of this software used in Turkey. Moreover attitude forms a focus studies of foreign language teaching and learning. It has been foreseen that positive attitude towards many learning environments provide easiness and achievement whereas a negative attitude is thought to be in correlation with failure. Therefore, it is important to determine students’ attitude and motivations related to using DynEd software. The present study aimed at determining secondary school students’ attitude and motivations related to using DynEd and to examine their attitude with respect to certain variables. Within the scope of the study, the survey model was used to determine secondary students’ level of attitude and motivation. The study employed a total of 151 students from schools in Kaş town, Antalya chosen on the basis of random sampling method. Data were collected during the 2014-2015 academic year. In order to examine the students’ attitude and motivations, the 29-item “Attitude and Motivations Related to Using DynEd Scale” developed by the researchers was used to collect data. The scale was used after providing content validity and reliability. The data in the research was analysed by using IBM SPSS 22 program. Such as Cronbach's coefficient alpha, the Barlett's and Kaiser-Meyer-Olkin (KMO) tests used for determining whether factor analysis is the appropriate and item factor statistics were implemented. This scale’s Cronbach Alfa coefficient was found α= 0.839. Information about student’s gender and their class was obtained through data forms. For the analysis of the data collected via this scale, t-test, variance analysis and multiple comparison tests were applied. The results of the study revealed that the secondary students have an above average level of attitude and motivation. Results showed a significant difference between self-sufficiency, anxiety and importance scores of boys and girls. This finding is consistent with the literature (Selçuk, 1997; Kobayashi, 2002; Bağçeci, 2004; Aydoslu, 2005; Kazazoğlu, 2013). Various factors are considered to be important in computer assisted language learning. Among them, attitudes and motivations are regarded as a significant element. The researchers on language attitudes and motivations have proved that learners have positive attitudes towards language teaching and learning. It is suggested that DynEd software to which students have positive attitude can be used for language learning.
Keywords
Ortaokul Öğrencilerinin İngilizce Öğretiminde DynEd Programını Kullanmaya İlişkin Tutum ve Motivasyonları
Abstract
Bu çalışma, Milli Eğitim Bakanlığı’na bağlı resmi örgün okulların 5-8. sınıflarında okuyan öğrenciler için İngilizce öğretim sistemi olan DynEd (Dynamic Education) yazılımını kullanmaya ilişkin öğrenci tutum ve motivasyonlarını ölçmek amacıyla yapılmıştır. Araştırma, nicel veri toplama yöntemlerinin kullanıldığı tarama modelinde gerçekleştirilmiştir. Araştırmaya Antalya ili Kaş ilçesinde bulunan ortaokullarda öğrenim gören 151 öğrenci katılmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen "DynEd Programını Kullanmaya İlişkin Tutum ve Motivasyon Ölçeği" kullanılmıştır. Verilerin analizi için Barlett ve Kaiser-Meyer-Olkin (KMO) testleri, madde faktör yükleri, bağımsız örneklem t-testi ve ANOVA testlerinden yararlanılmıştır. Yapılan analizler sonucunda DynEd programını kullanırken öğrencilerin tutum ve motivasyonlarının yüksek düzeyde olduğu, ölçeğin özyeterlik, kaygı ve önem alt boyutlarında kız ve erkek öğrenciler arasındaki farkın anlamlı olduğu sonuçlarına varılmıştır.
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