Lise Öğrencilerinin İngilizce Öğreniminde Mobil Uygulamaları Kabul ve Kullanımlarının Araştırılması

Year 2024, Volume: 10 Issue: 2, 636 - 661, 29.10.2024

Zelal Coşkun , Osman Solmaz

https://doi.org/10.31464/jlere.1515400

Abstract

Bu çalışmada, Türkiye'nin Güneydoğu Anadolu Bölgesindeki bir ilde İngilizce öğrenen lise öğrencilerinin mobil dil öğrenme uygulamalarına yönelik algı ve tutumları araştırılmıştır. Ayrıca, cinsiyet, yaş, okul türü, akıllı telefon sahipliği ve düzenli internet erişimi gibi faktörlerin lise İngilizce öğrenenler arasında bu uygulamaların kullanımını nasıl etkilediği de incelenmiştir. Araştırma, 9, 10 ve 11. sınıflarda okuyan 15 ila 17 yaşlarındaki 650 lise öğrencisini kapsamaktadır ve ağırlıklı olarak nicel olan karma yöntem yaklaşımı kullanılarak yürütülmüştür. Anketler dört farklı devlet lisesinde dağıtılmış ve gönüllü 30 öğrenci ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Bulgular, lise düzeyindeki İngilizce öğrencilerinin genellikle mobil dil öğrenme uygulamalarına yönelik olumlu algı ve tutumlara sahip olduklarını ve bunları İngilizce dil becerilerini geliştirmek ve pratik yapmak da dahil olmak üzere çeşitli amaçlar için kullandıklarını göstermiştir.

Anahtar kelimeler: Mobil destekli dil öğrenme, Yabancı dil olarak İngilizce, İngilizce öğrenimi, Mobil uygulamalar

Keywords

Mobil destekli dil öğrenme, Yabancı dil olarak İngilizce, İngilizce öğrenimi, Mobil uygulamalar

Exploring High School Students' Acceptance and Use of Mobile Applications for English Language Learning

Abstract

This study explored the perceptions and attitudes of high school English learners towards mobile language learning applications in a southeastern province of Türkiye. It also examined how factors such as gender, age, school type, smartphone ownership, and regular internet access influence the use of these applications among high school EFL learners. The research involved 650 high school students aged 15 to 17 years old, across 9th, 10th, and 11th grades, and was conducted using a mixed-methods approach, predominantly quantitative. Questionnaires were distributed in four different public high schools, and semi-structured interviews were carried out with 30 volunteering students. Findings indicated that high school EFL learners generally held positive perceptions and attitudes towards mobile language learning apps, using them for various purposes, including practicing and developing English language skills.

Keywords: Mobile-Assisted Language Learning, English as a Foreign Language, Learning English, Mobile Applications

Keywords

English as a Foreign Language, Mobile-Assisted Language Learning, Learning English, Mobile Applications

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