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A TECHNOLOGY-ORIENTED META-ANALYSIS OF LANGUAGE CONFERENCE PROCEEDINGS

Year 2014, Issue: 59, 61 - 80, 20.05.2014

Abstract

Bu çalışma dil eğitiminde teknolojinin kullanımıyla ilgili üç farklı organizasyonun (IATEFL, TESOL ve INGED) düzenlediği konferansların bildirilerinin incelenmesini amaçlamaktadır. Bilgi ve iletişim teknolojilerinin (BİT) kullanımının sürekli mesleki gelişime (SMG) olumlu katkıları olduğu görülmüştür.

References

  • Adams, C. (2007) On the ‘informed use’ of PowerPoint: rejoining Vallance and Towndrow. Journal of Curriculum Studies, 39 (2): 229-233.
  • Albirini, A. (2006) Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers and Education, 47: 373-398.
  • Alexiou, A. & Paraskeva, F. (2010) Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia-Social and Behavioral Sciences, 2: 3048-3054.
  • Baris, M. F. & Tosun, N. (2011) E-portfolio in lifelong learning applications. Procedia- Social and Behavioral Sciences, 28: 522-525.
  • Cachia, R., Ferrari, A., Ala-Mutka, K. & Punie, Y. (2010) Creative learning and innovative teaching: Final report on the study on creativity and innovation in Education in the EU member states (Report No. 62370). Luxembourg: JRC.
  • Chapelle, C. A. (2005) Computer assisted language learning. In E. Hinkle (Ed.). Handbook of Research in Second Language Learning and Teaching. Laurence Erlbaum Associates.
  • Chen, T. & Turner, S. (n.d.). A qualitative meta-analysis on web-based distance learning in higher education: A grounded theory approach. Retrieved March 16, 2013 from http://faculty.ksu.edu.sa/manal.m/DocLib2/ QualitativeMetaAnalysisinWebBasedDistanceLearninginHigherEducation.pdf Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education. 6th Edn. London: Routledge.
  • Comas-Quinn, A. (2011) Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course. ReCALL, 23 (3): 218-232.
  • Cummins, J. (2000) Academic language learning, transformative pedagogy and information technology: Towards a critical balance. TESOL Quarterly, 34 (3): 537-548.
  • Downes, S. (2005) e-Learning 2.0. ACM e-Learn Magazine, 10. Retrieved October 22, 2012 from http://elearnmag.acm.org/featured.cfm?aid=1104968
  • Ebner, M., Lienhart, C., Rohs, M. & Meyer, I. (2009) Microblogs in Higher Education- A chance to facilitate informal and process-oriented learning? Computers & Education, 55: 92-100.
  • Ebyary, K. E. & Windeatt, S. (2010) The impact of computer-based feedback on students’ written work. IJES, 10 (2): 121-142.
  • Egorov, V. V., Jantassova, D. D. & Churchill, N. (2007) Developing pre-service English teachers’ competencies for integration of technology in language classrooms in Kazakhstan. Educational Media International, 44 (3): 255-265.
  • Genc, Z. & Tınmaz, H. (2010) A reflection of preservice teachers on e-portfolio assessment. Procedia-Social and Behavioral Sciences, 9: 1504-1508.
  • Georgescu, C-A. (2010) Using blogs in foreign language teaching. Petroleum-Gas University of Plloiesti Bulletin, 62 (1A): 186-191.
  • Ghasemi, B. & Hashemi, M. (2010) E-mail as an educational tool for improving university students’ writing skill. IJAR, 2 (6): 295-302.
  • Glaser, B. (2002) Conceptualization: On theory and theorizing using grounded theory. International Journal of Qualitative Methods, 1 (2). Article 3. Retrieved November 22, 2012. from http://www.ualberta.ca/~iiqm/backissues/1_2Final/ pdf/glaser.pdf
  • Gunga, S. O. & Ricketts, I. W. (2008) The prospects for e-learning revolution in education: A philosophical analysis. Educational Philosophy and Theory, 40 (2): 294-314.
  • Hampel, R. & Stickler, U. (2005) New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18 (4): 311-326.
  • Hashemi, M. & Najafi, V. (2011) Using blogs in English language writing classes. International Journal of Academic Research, 3 (4): 599-604.
  • Hew, K. F., Kale, U. & Kim, N. (2007) Past research in instructional technology: Results of a content analysis of empirical studies published in three prominent instructional technology journals from the year 2000 through 2004. Journal of Educational Computing Research, 36 (3): 269-300.
  • Hinkelman, D. (2005) Blended Learning: Issues driving an end to laboratory-based CALL. JALT Hokkaido Journal, 9:17-31.
  • Hong, K. H. (2010) CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22 (1): 53-69.
  • Hu, P.J., Clark, T.H.K. & Ma, W.W. (2003) Examining technology acceptance by school teachers: a longitudinal study. Information & Management, 41: 227-241. Hubbard, P. (2008) CALL and the future of language teacher education. CALICO Journal, 25(2): 175-188.
  • Hubbard, P. & Siskin, C. B. (2004) Another look at tutorial CALL. ReCALL, 16 (2): 448- 461. Huberman, B.A., Romero, D.M. & Wu, F. (2008) Social networks that matter: Twitter under the microscope. First Monday, 14 (1). Retrieved December 12, 2012 from http:// firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2317/2063 Jung, U. O. H. (2005) CALL: Past, present and future – a bibliometric approach. ReCALL, 17 (1): 4-17.
  • Kao, C-P., Wu, Y-T. & Tsai, C-C. (2011) Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet selfefficacy and belief about web-based learning. Teaching and Teacher Education, 27: 406-415.
  • Kemp, C. R. (2002) Urban school teachers’ self-efficacy beliefs and practices, innovation practices, and related factors in integrating technology. Dissertation Abstracts International DAI-A 63/02, p.566. (ProQuest Publication No. AAT 3043340).
  • Kerawalla, L., Minocha, S., Kirkup, G. & Conole, G. (2008) Characterising the different blogging behaviors of students on an online distance-learning course. Learning, Media and Technology, 33 (1): 21-33.
  • Kessler, G. (2007) Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20 (2): 173-188.
  • Kessler, G. & Plakans, L. (2008) Does teachers’ confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21 (3): 269-282.
  • Kumar, N., Rose, R.C. & D’Silva, J. L. (2008) Teachers’ readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21 (4): 603-616.
  • Lawless, K. A. & Pellegrino, J. W. (2007) Professional development in integrating technology into teaching and learning: Knowns, Unknowns and ways to pursue better questions and answers. Review of Educational Research, 77 (4): 575- 614.
  • Lin, Q. (2008) Preservice teachers’ learning experiences of constructing e-portfolios online. Internet and Higher Education, 11: 194-200. Lombard, M., Snyder-Duch, J. & Bracken, C. C. (2002) Content Analysis in mass communication assessment and reporting of intercoder reliability. Human Communication Research, 28 (4): 587-604.
  • Matthew, K. I., Felvegi, E. & Callaway, R. A. (2009) Wiki as acollaborative learning tool in a language arts methods class. Journal of Research on Technology in Education, 42 (1): 51-72.
  • Neumeier, P. (2005) A closer look at blended learning- parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17 (2): 163- 178.
  • O’Reilly, T. (2005) What is Web 2.0- Design patterns and business models for the next generation in software. Retrieved on January 18, 2012 from http://oreilly.com/ web2/archive/what-is-web-20.html
  • Paterson, B. L., Thorne, S. E., Canam, C., & Jillings, C. (2001) Meta-study of qualitative health research: A practical guide to meta-analysis and meta-synthesis. Thousand Oaks, CA: Sage. Pinner, R. S. (2012) Teachers’ attitudes to and motivation for using
  • CALL in and around the language classroom. Procedia-Social and Behavioral Sciences, 34:188-192.
  • Shachar, M. (2008) Meta-Analysis: The preferred method of choice for the assessment of distance learning quality factors. The International Review of Research in Open and Distance Learning, 9 (3): 1-15.
  • Skoretz, Y. M. (2011) A study of the impact of a school-based job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Unpublished doctoral dissertation. Marshal University, West Virginia.
  • Sorebo, O., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009) The role of selfdetermination theory in explaining teachers’ motivation to continue to use elearning technology. Computers & Education, 53: 1177-1187.
  • Stall-Meadows, C. (1998) Grounded meta-analysis of qualitative case study dissertations in distance education pedagogy. Unpublished doctoral dissertation, Oklahoma State University.
  • Stickler, U., & Hampel, R. (2007) Designing online tutor training for language courses: A case study. Open Learning, 22 (1): 75-85.
  • Strauss, A. & Corbin, J. (1994) Grounded theory methodology: an overview. In Denzin, N. K. & Lincoln, Y.S. (Eds.) Handbook of Qualitative Research. Sage, Thousand Oaks: 273-285.
  • Yusof, N. M., & Hashim, R. S. (2011) Gendered choices: Constructions of e-portfolios in the creative writing classroom. Procedia-Social and Behavioral Sciences, 15: 3281-3285.
  • Warschauer M. (1996) Computer Assisted Language Learning: an Introduction. In Fotos S. (Ed.) Multimedia language teaching, Tokyo: Logos International: 3-20.
  • Waters, A. (2006) Forty years of language teaching. Language Teaching, 40: 1-15. Windschitl, M., & Sahl, K. (2002) Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39 (1): 165-205.
Year 2014, Issue: 59, 61 - 80, 20.05.2014

Abstract

References

  • Adams, C. (2007) On the ‘informed use’ of PowerPoint: rejoining Vallance and Towndrow. Journal of Curriculum Studies, 39 (2): 229-233.
  • Albirini, A. (2006) Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers and Education, 47: 373-398.
  • Alexiou, A. & Paraskeva, F. (2010) Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia-Social and Behavioral Sciences, 2: 3048-3054.
  • Baris, M. F. & Tosun, N. (2011) E-portfolio in lifelong learning applications. Procedia- Social and Behavioral Sciences, 28: 522-525.
  • Cachia, R., Ferrari, A., Ala-Mutka, K. & Punie, Y. (2010) Creative learning and innovative teaching: Final report on the study on creativity and innovation in Education in the EU member states (Report No. 62370). Luxembourg: JRC.
  • Chapelle, C. A. (2005) Computer assisted language learning. In E. Hinkle (Ed.). Handbook of Research in Second Language Learning and Teaching. Laurence Erlbaum Associates.
  • Chen, T. & Turner, S. (n.d.). A qualitative meta-analysis on web-based distance learning in higher education: A grounded theory approach. Retrieved March 16, 2013 from http://faculty.ksu.edu.sa/manal.m/DocLib2/ QualitativeMetaAnalysisinWebBasedDistanceLearninginHigherEducation.pdf Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education. 6th Edn. London: Routledge.
  • Comas-Quinn, A. (2011) Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course. ReCALL, 23 (3): 218-232.
  • Cummins, J. (2000) Academic language learning, transformative pedagogy and information technology: Towards a critical balance. TESOL Quarterly, 34 (3): 537-548.
  • Downes, S. (2005) e-Learning 2.0. ACM e-Learn Magazine, 10. Retrieved October 22, 2012 from http://elearnmag.acm.org/featured.cfm?aid=1104968
  • Ebner, M., Lienhart, C., Rohs, M. & Meyer, I. (2009) Microblogs in Higher Education- A chance to facilitate informal and process-oriented learning? Computers & Education, 55: 92-100.
  • Ebyary, K. E. & Windeatt, S. (2010) The impact of computer-based feedback on students’ written work. IJES, 10 (2): 121-142.
  • Egorov, V. V., Jantassova, D. D. & Churchill, N. (2007) Developing pre-service English teachers’ competencies for integration of technology in language classrooms in Kazakhstan. Educational Media International, 44 (3): 255-265.
  • Genc, Z. & Tınmaz, H. (2010) A reflection of preservice teachers on e-portfolio assessment. Procedia-Social and Behavioral Sciences, 9: 1504-1508.
  • Georgescu, C-A. (2010) Using blogs in foreign language teaching. Petroleum-Gas University of Plloiesti Bulletin, 62 (1A): 186-191.
  • Ghasemi, B. & Hashemi, M. (2010) E-mail as an educational tool for improving university students’ writing skill. IJAR, 2 (6): 295-302.
  • Glaser, B. (2002) Conceptualization: On theory and theorizing using grounded theory. International Journal of Qualitative Methods, 1 (2). Article 3. Retrieved November 22, 2012. from http://www.ualberta.ca/~iiqm/backissues/1_2Final/ pdf/glaser.pdf
  • Gunga, S. O. & Ricketts, I. W. (2008) The prospects for e-learning revolution in education: A philosophical analysis. Educational Philosophy and Theory, 40 (2): 294-314.
  • Hampel, R. & Stickler, U. (2005) New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18 (4): 311-326.
  • Hashemi, M. & Najafi, V. (2011) Using blogs in English language writing classes. International Journal of Academic Research, 3 (4): 599-604.
  • Hew, K. F., Kale, U. & Kim, N. (2007) Past research in instructional technology: Results of a content analysis of empirical studies published in three prominent instructional technology journals from the year 2000 through 2004. Journal of Educational Computing Research, 36 (3): 269-300.
  • Hinkelman, D. (2005) Blended Learning: Issues driving an end to laboratory-based CALL. JALT Hokkaido Journal, 9:17-31.
  • Hong, K. H. (2010) CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22 (1): 53-69.
  • Hu, P.J., Clark, T.H.K. & Ma, W.W. (2003) Examining technology acceptance by school teachers: a longitudinal study. Information & Management, 41: 227-241. Hubbard, P. (2008) CALL and the future of language teacher education. CALICO Journal, 25(2): 175-188.
  • Hubbard, P. & Siskin, C. B. (2004) Another look at tutorial CALL. ReCALL, 16 (2): 448- 461. Huberman, B.A., Romero, D.M. & Wu, F. (2008) Social networks that matter: Twitter under the microscope. First Monday, 14 (1). Retrieved December 12, 2012 from http:// firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2317/2063 Jung, U. O. H. (2005) CALL: Past, present and future – a bibliometric approach. ReCALL, 17 (1): 4-17.
  • Kao, C-P., Wu, Y-T. & Tsai, C-C. (2011) Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet selfefficacy and belief about web-based learning. Teaching and Teacher Education, 27: 406-415.
  • Kemp, C. R. (2002) Urban school teachers’ self-efficacy beliefs and practices, innovation practices, and related factors in integrating technology. Dissertation Abstracts International DAI-A 63/02, p.566. (ProQuest Publication No. AAT 3043340).
  • Kerawalla, L., Minocha, S., Kirkup, G. & Conole, G. (2008) Characterising the different blogging behaviors of students on an online distance-learning course. Learning, Media and Technology, 33 (1): 21-33.
  • Kessler, G. (2007) Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20 (2): 173-188.
  • Kessler, G. & Plakans, L. (2008) Does teachers’ confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21 (3): 269-282.
  • Kumar, N., Rose, R.C. & D’Silva, J. L. (2008) Teachers’ readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21 (4): 603-616.
  • Lawless, K. A. & Pellegrino, J. W. (2007) Professional development in integrating technology into teaching and learning: Knowns, Unknowns and ways to pursue better questions and answers. Review of Educational Research, 77 (4): 575- 614.
  • Lin, Q. (2008) Preservice teachers’ learning experiences of constructing e-portfolios online. Internet and Higher Education, 11: 194-200. Lombard, M., Snyder-Duch, J. & Bracken, C. C. (2002) Content Analysis in mass communication assessment and reporting of intercoder reliability. Human Communication Research, 28 (4): 587-604.
  • Matthew, K. I., Felvegi, E. & Callaway, R. A. (2009) Wiki as acollaborative learning tool in a language arts methods class. Journal of Research on Technology in Education, 42 (1): 51-72.
  • Neumeier, P. (2005) A closer look at blended learning- parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17 (2): 163- 178.
  • O’Reilly, T. (2005) What is Web 2.0- Design patterns and business models for the next generation in software. Retrieved on January 18, 2012 from http://oreilly.com/ web2/archive/what-is-web-20.html
  • Paterson, B. L., Thorne, S. E., Canam, C., & Jillings, C. (2001) Meta-study of qualitative health research: A practical guide to meta-analysis and meta-synthesis. Thousand Oaks, CA: Sage. Pinner, R. S. (2012) Teachers’ attitudes to and motivation for using
  • CALL in and around the language classroom. Procedia-Social and Behavioral Sciences, 34:188-192.
  • Shachar, M. (2008) Meta-Analysis: The preferred method of choice for the assessment of distance learning quality factors. The International Review of Research in Open and Distance Learning, 9 (3): 1-15.
  • Skoretz, Y. M. (2011) A study of the impact of a school-based job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Unpublished doctoral dissertation. Marshal University, West Virginia.
  • Sorebo, O., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009) The role of selfdetermination theory in explaining teachers’ motivation to continue to use elearning technology. Computers & Education, 53: 1177-1187.
  • Stall-Meadows, C. (1998) Grounded meta-analysis of qualitative case study dissertations in distance education pedagogy. Unpublished doctoral dissertation, Oklahoma State University.
  • Stickler, U., & Hampel, R. (2007) Designing online tutor training for language courses: A case study. Open Learning, 22 (1): 75-85.
  • Strauss, A. & Corbin, J. (1994) Grounded theory methodology: an overview. In Denzin, N. K. & Lincoln, Y.S. (Eds.) Handbook of Qualitative Research. Sage, Thousand Oaks: 273-285.
  • Yusof, N. M., & Hashim, R. S. (2011) Gendered choices: Constructions of e-portfolios in the creative writing classroom. Procedia-Social and Behavioral Sciences, 15: 3281-3285.
  • Warschauer M. (1996) Computer Assisted Language Learning: an Introduction. In Fotos S. (Ed.) Multimedia language teaching, Tokyo: Logos International: 3-20.
  • Waters, A. (2006) Forty years of language teaching. Language Teaching, 40: 1-15. Windschitl, M., & Sahl, K. (2002) Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39 (1): 165-205.
There are 47 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Derya Bozdoğan This is me

Pınar Y Eni Palabıyık This is me

Publication Date May 20, 2014
Published in Issue Year 2014 Issue: 59

Cite

APA Bozdoğan, D., & Eni Palabıyık, P. Y. (2014). A TECHNOLOGY-ORIENTED META-ANALYSIS OF LANGUAGE CONFERENCE PROCEEDINGS. EKEV Akademi Dergisi(59), 61-80.