Research Article
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Year 2022, , 29 - 38, 31.12.2022
https://doi.org/10.5281/zenodo.7915597

Abstract

References

  • Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research perspectives (pp. 71-117). Newark, DE: International Reading Association.
  • Agca, R. K., & Özdemir, S. (2013). Foreign Language Vocabulary Learning with Mobile Technologies. Procedia - Social and Behavioral Sciences,83, 781-785. doi:10.1016/j.sbspro.2013.06.147
  • Babacan, N., & Güler, C. (2022). The Effects of Plickers on English Vocabulary Achievement, Motivation and Anxiety. Education Quarterly Reviews, Vol.5 Special Issue 2: Current Education Research in Turkey, 617-630. DOI: 10.31014/aior.1993.05.04.648.
  • Ball, N. (2011). Technology in adult ESOL classes. Journal of Adult Education, 40(1), 12- 19.
  • Basoglu, E., & Akdemir, O. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flashcards. TOJET: The Turkish Online Journal of Educational Technology,9(3), 1-7.
  • Benson, P. (2007). State-of-the-art article: Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. doi:10.1017/S0261444806003958
  • Bozdoğan, D. (2015). MALL Revisited: Current Trends and Pedagogical Implications. Procedia - Social and Behavioral Sciences,195, 932- 939. doi:10.1016/j.sbspro.2015.06.373
  • Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The impact of using Pixton for teaching grammar and vocabulary in the EFL Ecuadorian context. Teaching English with Technology, 18(1), 53–76.
  • Campbell, D. T., & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand McNally.
  • Castillo J. (2009). Convenience Sampling. Retrieved from http://explorable.com/convenience-sampling.html.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Washington: SAGE.
  • Ellis, R. (1995). Modified input and the acquisition of word meanings. Applied Linguistics, 16, 4.
  • Hassan, F. A., & Hashim, H. (2021). The Use of an Interactive Online Tool (Plickers) in Learning Vocabulary among Young Learners in ESL Setting. Creative Education, 12, 780-796. https://doi.org/10.4236/ce.2021.124055.
  • Hu, Z. (2013). Vocabulary Learning Assisted by Mobile Phones: Perceptions of Chinese Adult Learners. Journal of Cambridge Studies, 8(1), 139. https://doi.org/10.17863/CAM.1468a
  • Kennedy, C. & Levy, M. (2008). Litaliano al telefonino: Using SMS to support beginners’ language learning. ReCALL 20(3), 315-330.
  • Kilickaya, F., & Krajka, J. (2010). Comparative Usefulness of Online and Traditional Vocabulary Learning. Turkish Online Journal of Educational Technology - TOJET, 9(2), 55–63.
  • Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). NY: Oxford University Press.
  • Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning 24, 515-525.
  • Masita, M., & Fitri, N. (2020). The Use of Plickers for Formative Assessment of Vocabulary Mastery. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 311-320. https://doi.org/10.30605/25409190.179
  • MohdAsraf, R & Supian, N. (2017). Metacognition and Mobile – Assisted Vocabulary Learning. Arab World English Journal, 8(2). DOI: https://dx.doi.org/10.24093/awej/vol8no2.2.
  • Stockwell, G. (2008). Investigating Learner Preparedness for and Usage Patterns of Mobile Learning. ReCALL, 20(3), 253–270.
  • Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. Monterey, CA: The International Research Foundation for English Language Education.
  • Wang, B. T., Teng, C. W., & Chen, H. T. (2015). Using iPad to Facilitate English Vocabulary Learning. International Journal of Information and Education Technology,5(2), 100-104. doi:10.7763/ijiet.2015.v5.484
  • Wu, Q. (2014). Learning ESL vocabulary with smartphones. Social and Behavior Sciences, 143, 302-307.

The Effects of Practicing Vocabulary via Plickers on the 4th Year Turkish Students' Vocabulary Acquisition in EFL Classes

Year 2022, , 29 - 38, 31.12.2022
https://doi.org/10.5281/zenodo.7915597

Abstract

Although the role of mobile assisted language learning tools in vocabulary teaching in language classrooms has attracted a lot of interest from the researchers in last few decades, the studies focus on higher education and there is no research on the impact of MALL in K12 language learning context, which we address by using specifically Plickers in a primary school in Türkiye. A quasi-experimental study design which involved four intact classes, two of which were administered into the experimental group and the other two were used as the control group was adopted in the study. The study was carried out with the participation of 85 Turkish 4th grade students whose age range is 9-10.The experimental group consisted of 44 students who used Plickers in thevocabulary class while there were 41 students who received traditionalhandouts in the control group. The data was collected via a vocabulary testrelevant to the lesson content. Paired samples t-test to analyse pre-test andpost-test results and independent samples t-test to see if there is a statisticallysignificant difference between the groups were used in the analysis of the data.The results showed that there was a significant difference between theexperimental group’s pre-test and post-test scores, and the experimental groupgot slightly higher scores than the control group did in the post-test.

References

  • Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research perspectives (pp. 71-117). Newark, DE: International Reading Association.
  • Agca, R. K., & Özdemir, S. (2013). Foreign Language Vocabulary Learning with Mobile Technologies. Procedia - Social and Behavioral Sciences,83, 781-785. doi:10.1016/j.sbspro.2013.06.147
  • Babacan, N., & Güler, C. (2022). The Effects of Plickers on English Vocabulary Achievement, Motivation and Anxiety. Education Quarterly Reviews, Vol.5 Special Issue 2: Current Education Research in Turkey, 617-630. DOI: 10.31014/aior.1993.05.04.648.
  • Ball, N. (2011). Technology in adult ESOL classes. Journal of Adult Education, 40(1), 12- 19.
  • Basoglu, E., & Akdemir, O. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flashcards. TOJET: The Turkish Online Journal of Educational Technology,9(3), 1-7.
  • Benson, P. (2007). State-of-the-art article: Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. doi:10.1017/S0261444806003958
  • Bozdoğan, D. (2015). MALL Revisited: Current Trends and Pedagogical Implications. Procedia - Social and Behavioral Sciences,195, 932- 939. doi:10.1016/j.sbspro.2015.06.373
  • Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The impact of using Pixton for teaching grammar and vocabulary in the EFL Ecuadorian context. Teaching English with Technology, 18(1), 53–76.
  • Campbell, D. T., & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand McNally.
  • Castillo J. (2009). Convenience Sampling. Retrieved from http://explorable.com/convenience-sampling.html.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Washington: SAGE.
  • Ellis, R. (1995). Modified input and the acquisition of word meanings. Applied Linguistics, 16, 4.
  • Hassan, F. A., & Hashim, H. (2021). The Use of an Interactive Online Tool (Plickers) in Learning Vocabulary among Young Learners in ESL Setting. Creative Education, 12, 780-796. https://doi.org/10.4236/ce.2021.124055.
  • Hu, Z. (2013). Vocabulary Learning Assisted by Mobile Phones: Perceptions of Chinese Adult Learners. Journal of Cambridge Studies, 8(1), 139. https://doi.org/10.17863/CAM.1468a
  • Kennedy, C. & Levy, M. (2008). Litaliano al telefonino: Using SMS to support beginners’ language learning. ReCALL 20(3), 315-330.
  • Kilickaya, F., & Krajka, J. (2010). Comparative Usefulness of Online and Traditional Vocabulary Learning. Turkish Online Journal of Educational Technology - TOJET, 9(2), 55–63.
  • Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). NY: Oxford University Press.
  • Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning 24, 515-525.
  • Masita, M., & Fitri, N. (2020). The Use of Plickers for Formative Assessment of Vocabulary Mastery. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 311-320. https://doi.org/10.30605/25409190.179
  • MohdAsraf, R & Supian, N. (2017). Metacognition and Mobile – Assisted Vocabulary Learning. Arab World English Journal, 8(2). DOI: https://dx.doi.org/10.24093/awej/vol8no2.2.
  • Stockwell, G. (2008). Investigating Learner Preparedness for and Usage Patterns of Mobile Learning. ReCALL, 20(3), 253–270.
  • Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. Monterey, CA: The International Research Foundation for English Language Education.
  • Wang, B. T., Teng, C. W., & Chen, H. T. (2015). Using iPad to Facilitate English Vocabulary Learning. International Journal of Information and Education Technology,5(2), 100-104. doi:10.7763/ijiet.2015.v5.484
  • Wu, Q. (2014). Learning ESL vocabulary with smartphones. Social and Behavior Sciences, 143, 302-307.
There are 24 citations in total.

Details

Primary Language English
Subjects English As A Second Language
Journal Section Research Article
Authors

Nilgün İner This is me 0000-0002-2750-6541

Hatice Sevgi Irk This is me 0000-0002-5809-0868

Melis Ceylan 0000-0002-1394-9026

Semih Üstün This is me 0000-0002-5461-5663

Publication Date December 31, 2022
Published in Issue Year 2022

Cite

APA İner, N., Irk, H. S., Ceylan, M., Üstün, S. (2022). The Effects of Practicing Vocabulary via Plickers on the 4th Year Turkish Students’ Vocabulary Acquisition in EFL Classes. Manisa Celal Bayar University International Journal of English Language Studies, 1(1), 29-38. https://doi.org/10.5281/zenodo.7915597