Anlamsal Haritalamanın Etkisi Üzerine Bir Araştırma Çalışması: Dijital ve Kağıt Tabanlı

Year 2023, Volume: 5 Issue: Özel Sayı, 191 - 216, 29.10.2023

Banu Bilir , Eda Ercan-demirel

Abstract

Bu çalışmanın amacı, anlamsal haritalama stratejisinin dijital ve dijital olmayan araçlar kullanılarak kelime edinimi üzerindeki etkisini karşılaştırmaktır. Dokuz Eylül Üniversitesi Yabancı Diller Yüksekokulu'nda çeşitli bölümlerde öğrenim gören 42 öğrencinin katılımıyla yarı deneysel bir araştırma tasarımı gerçekleştirilmiştir. Çalışmada “Dijital Anlamsal Haritalama Grubu” ve “Kâğıt Tabanlı Anlamsal Haritalama Grubu” olmak üzere rastgele oluşturulmuş iki deney grubu bulunmaktadır. Uygulama süreci 6 hafta sürmüştür. Karma desen temelinde, çalışmanın nicel verilerini elde etmek için araştırmacı tarafından geliştirilen ön test ve son test kullanılmıştır. Çalışma süresince her iki grup da aynı okuma parçalarını kullanmış ve dijital/kâğıt tabanlı farklılığı dışında aynı prosedürleri uygulamışlardır. Uygulamanın başarısını değerlendirmek amacıyla, ön ve son testlerden elde edilen sonuçları karşılaştırmak için T-testi kullanılarak istatistiksel analiz yapılmıştır. Çalışmanın nitel verilerini elde etmek için de araştırmacı tarafından hazırlanıp uzman görüşü alınarak düzenlenen yapılandırılmış görüşme soruları kullanılarak her gruptan beşer kişi olmak üzere 10 katılımcı ile uygulanmış ve öğrencilerin anlamsal haritalama stratejisini kullanma motivasyonlarına yönelik bilgi toplanmıştır. Nicel veri analizi, öğrenme sonuçları açısından iki grup arasında anlamlı bir fark olmadığını göstermiştir. Bu sonuç göz önünde bulundurulduğunda anlamsal haritalama stratejisinin hem dijital hem de dijital olmayan araçlarla kullanılmasının yeni kelime edinimi için verimli sonuçlar ortaya koyduğunu söylemek mümkündür. Bununla birlikte, nitel verilerin sonuçları ise, dijital anlamsal haritalama stratejisini uygulayan öğrencilerin kelime gelişimi için daha fazla istek gösterdiğini ortaya koymuştur. Bu sonuca göre, dijital anlamsal haritalama kullanılırken, teknoloji kullanmaya daha alışkın olan öğrencilerin daha yüksek motivasyona sahip olduğu söylenebilir. Bu da çalışmadaki katılımcıların dijital yerliler olmaları ve dijital araçlara aşinalıkları ile ilgili olarak yorumlanabilir. Kısacası, çalışmanın bulguları hem dijital hem de kâğıt tabanlı anlamsal haritalama stratejilerinin kelime öğrenimini geliştirebileceğini göstermektedir.

Keywords

Anlamsal Haritalama Stratejisi, Dijital Anlamsal Haritalama, Kâğıt-tabanlı Anlamsal Haritalama, Dijital olmayan, Dijital Yerliler

A Research Study into the Impact of Semantic Mapping: Digital vs Paper-based

Abstract

This study aims to compare the effect of semantic mapping strategy on vocabulary acquisition using digital and non-digital tools. A quasi-experimental design was carried out with the participation of 42 students studying in various departments at Dokuz Eylül University, School of Foreign Languages. Two experimental groups were randomly formed as "Digital Semantic Mapping Group" and "Paper-based Semantic Mapping Group". The implementation process lasted six weeks. Based on mixed method research design, for the quantitative part of the study, data was collected by the pre-test and post-test developed by the researcher. Both groups used the same reading texts during the study and applied the same procedures except for the digital/paper-based difference. To evaluate the success of the implementation, statistical analysis was performed using T-test to compare the results obtained from the pre/post-tests. In order to obtain the qualitative data of the study, structured interview questions prepared by the researcher and edited by taking expert opinion were applied with 10 participants, five from each group, and information about students' motivation to use the semantic mapping strategy was collected. Quantitative data analysis showed that there was no significant difference between two groups in terms of learning outcomes. Based on this finding, it is possible to say that using the semantic mapping strategy with both digital and non-digital tools yields efficient results for new vocabulary acquisition. However, the findings of the structured interviews revealed that students who applied the digital semantic mapping strategy showed more enthusiasm for vocabulary development. Based on this result, it can be said that students who are more accustomed to using technology have higher motivation when using digital semantic mapping. This can be interpreted in relation to the participants in the study being digital natives and their familiarity with digital tools.

Keywords

Semantic Mapping Strategy, Digital Semantic Mapping, Paper-based Semantic Mapping, Non-digital, Digital Natives

References

• Abbasioğlu Ünalir, E. (2019) The impact of mind mapping technique on students’ academic success and motivation in learning vocational English (Unpublished Master's thesis).
• Al-Khasawneh F. M., Alhawamdeh, N. M. A. (2023). The potential of semantic mapping strategy to enhance vocabulary learning. Journal of Southwest Jiaotong University, 58(1). 10.35741/issn.0258-2724.58.1.77
• Al-Otaibi, G. M. (2011). The effect of using computer-assisted semantic mapping on nursing students’ reading comprehension of medical texts and vocabulary increase at King Saud University [Unpublished PhD Dissertation]. King Saud University.
• Altay, M. (2017). Raising awareness of lexical semantic relations in undergraduate EFL context. Novitas-ROYAL (Research on Youth and Language), 11(1), 42-52.
• Antonacci, P. A. (1991). Students search for meaning in the text through semantic mapping. Social Education, 55(3), 174-175.
• Armstrong, G. R., Tucker, J. M., & Massad, V. J. (2009). Interviewing the experts: Student produced podcast. Journal of Information Technology Education. Innovations in Practice, 8, 79-90. https://doi.org/10.28945/174
• Badr, H. M. E. (2017). Investigating the influence of two memory strategies on long-term vocabulary retention: Semantic mapping versus wordlists [PhD dissertation]. The British University.
• Bhattacharya, D., & Mohalik, R. (2020). Digital mind mapping software: A new horizon in the modern teaching-learning strategy. Journal of Advances in Education and Philosophy, 4(10), 400-406. https://doi.org/10.36348/jaep.2020.v04i10.001 Bouchard, M. (2005). Comprehension Strategies for Language Learners. Scholastic, Inc.
• Bromley, K. D. A. (1992). Language Arts: Exploring Connections. Simon& Schuster.
• Chalak, A., & Rastgoo, V. (2021). Perceptions of language learners towards the use of traditional vs. digital mind-mapping techniques in English writing classes. International Journal of Language and Translation Research, 1(1), 97-115.
• Creswell, J. W., & Creswell, J. D. (2018). Research design (5th ed.). SAGE Publications.
• Çoklar, A., & Çalışkan, M. (2019). Öğretmen adaylarının özgüvenleri ile teknoloji kullanımları arasındaki ilişkinin incelenmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 1(2), 86-98. https://doi.org/10.38151/akef.578807
• El-Koumy, A. (1999). Effects of three semantic mapping strategies on EFL students’ reading comprehension. Education Resources Information Center.
• Feng, R., Alsager, H. N., Azizi, Z., & Sarabani, L. (2023). Impact of mind-mapping technique on EFL learners' vocabulary recall and retention, learning motivation, and willingness to communicate. Heliyon, 9(6). Heimlich, J. E. and Pittelman, S.D. (1986). Semantic mapping: Classroom applications. International Reading Association.
• Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
• Kaleci, F., & Cihangir, A. (2019). The integration of information and communication technologies for education: Comparative analysis of Turkey and Singapore. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 1(2), 139-161.
• Karamifard, E., & Minaeifar, M. (2016). The effect of using digital vs. traditional mind mapping strategy on Iranian young students’ perception. In International Conference on Research in Science and Technology, Malaysia.
• Keles, Ö. (2012). Elementary teachers’ views on mind mapping. International Journal of Education, 4(1), 93-100. https://doi.org/10.5296/ije.v4i1.1327
• Kılıçkaya, F. (2020). Learners’ perceptions of collaborative digital graphic writing based on semantic mapping. Computer Assisted Language Learning, 33(1-2), 58-84. https://doi.org/10.1080/09588221.2018.1544912
• Kıymet, Ç., & Çakır, R. (2021). Mesleki ve Teknik Ortaöğretim Okullarında Beceri Eğitimi Uygulamalarının Etkinliğine İlişkin Beklentiler. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 3(1), 20-47.
• Lewis, M. (1993). The lexical approach. Language teaching publications.
• Loewen, S., & Plonsky, L. (2017). An A–Z of applied linguistics research methods. Bloomsbury Publishing.
• Palma, J. L. (2023). Semantic mapping and its effect on vocabulary skill development of grade 10 students. International Journal of Advanced Multidisciplinary Studies, III (3).
• RaiziNaghmeh-Abbaspoura, B., Rastgoob, V., Fathic, N., &Yekd, Z. M. (2019). The use of Mindomo software to improve the logical development of EFL learners’ writing. International Journal of Innovation, Creativity, and Change, 9(12), 238-252.
• Oxford, R., &Crookall, D. (1989). Research on language learning strategies: methods, findings, and instructional issues. The Modern Language Journal, 73, 404-419. https://doi.org/10.2307/326876
• Rosário, J. D. (2021). Foreign language vocabulary acquisition using Semantic Mapping Software: a systematic review. [Unpublished MA Thesis]. Universidade Federal De Santa Catarina.
• Scrivener, J. (2011). Learning teaching: The essential guide to language teaching. Macmillan.
• Silberstein, S. (1994). Techniques and resources in teaching reading. Oxford University Press.
• Situmorang, R. (2017). The effect of semantic mapping strategy on students’ reading comprehension at the ninth-grade students of Smp Raksana Medan. Kairos Elt Journal, 1(2), 49-70.
• Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press.
• Stoller, F., & Grabe, W. (1993). Implications for L2 vocabulary acquisition and instruction from L1 vocabulary research. T. Huckin& M. Haynes & J. Coady (Eds.) Second Language Reading and Vocabulary Learning, 24-45. Ablex Publishing.
• Taghavi, E., & Sadeghi, K. (2008). The effect of semantic mapping on reading comprehension. Journal of English Language Pedagogy and Practice, 1(3), 204-220.
• Thuy, N. N. (2013). The effects of semantic mapping on vocabulary memorizing.(https://docplayer.net/22534162-The-effects-of-semantic-mapping-on-vocabulary-memorizing.html as retrieved on July 17, 2022)
• Wahab, I., & Astri, Z. (2022). Students’ Interest in Using Semantic Mapping Technique in Learning English Writing Ability. Journal of Indonesian Scholars for Social Research, 2(1), 68-71.