Mobil Destekli Okumanın İngilizce Öğrenenlerin Kelime Bilgisi Gelişimi Üzerindeki Etkilerinin Araştırılması

Year 2022, Volume: 12 Issue: 3, 573 - 590, 15.12.2022

Mohammadreza Valizadeh

https://doi.org/10.19126/suje.1105559

Cited By: 1

Abstract

Son yıllarda, mobil teknolojilerin yaygınlaşması, dünya çapında eğitim uygulamalarını dönüştürüyor. Bu bağlamda öğrenciler, okuma ve yazma etkinliklerinin çoğunu yaptıkları derslere mobil veya tablet cihazları ile katılmaktadırlar. Bu, okuryazarlığın çok modlu, akışkan, sosyokültürel ve dinamik sosyal uygulamalar olarak yeni bir anlayışla sonuçlanmıştır. Bu arada, mobil destekli dil öğrenimi katlanarak gelişti ve uygulamasının geleneksel materyallere kıyasla dil eğitiminde genel olarak etkili olduğu bildirildi. Bu araştırma kapsamında, mevcut çalışma, mobil destekli okumanın İngilizce öğrenenlerin kelime hazinesi gelişimi üzerindeki etkilerini inceledi. Araştırmanın katılımcıları, bir deney ve bir kontrol grubuna ayrılmış 52 yetişkin dil öğrenicisidir. Deney grubundaki katılımcılar, bir dizi seçilmiş ve basitleştirilmiş haber raporlarını okumak için mobil cihazlar kullandılar, ancak kontrol grubu, 10 hafta boyunca aynı içeriği okumak için geleneksel basılı materyalleri kullandı. Katılımcıların kelime kazanımları ön ve son testlerde karşılaştırıldı ve bulgular iki grubun kelime bilgisini geliştirdiğini, ancak deney grubunun daha fazla kelime öğrendiğini ve son testte kontrol grubundan daha iyi performans gösterdiğini gösterdi. Bulgular, cep telefonlarının yabanci dil okumasını iyileştirmedeki önemli katkısını ve kelime hazinesi gelişimi üzerindeki ilişkili etkileri vurguladı. Çalışmanın dil öğretmenleri ve diğer dilleri konuşanlara İngilizce öğretiminde materyal geliştirme için çıkarımları vardır.

Keywords

: MALL, Reading, Vocabulary, EFL, Educational Technology

Investigating the Impacts of Mobile Assisted Reading on EFL Learners’ Vocabulary Knowledge Development

Abstract

Abstract. In recent years, the proliferation of mobile technologies is transforming educational practices around the world. In this regard, students are attending classes with their mobile or tablet devices, on which they do most of their reading and writing activities. This has resulted in new understanding of literacy as being multimodal, fluid, sociocultural, and dynamic social practices. Meanwhile, mobile-assisted language learning developed exponentially, and its implementation has been reported to be generally effective in language education compared to traditional materials. Within this line of research, the current study examined the impacts of mobile assisted reading on English language learners’ vocabulary development. The participants of the research were 52 adult language learners divided into one experimental and one control groups. The participants in the experimental group employed mobile devices for reading a number of selected and simplified news reports, however, the control group used traditional print-based materials for reading the same content over the course of 10 weeks. The participants’ vocabulary gains were compared in pre- and post-tests and the findings indicated that the two groups improved their vocabulary knowledge, but the experimental group learned more vocabulary items and outperformed the control group on post-test. The findings highlighted the significant contribution of mobile phones in improving second language reading with associated impacts on vocabulary development. The study has implications for language teachers and materials development in teaching English to speakers of other languages.

Keywords

: MALL, Reading, Vocabulary, EFL, Educational Technology

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