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E-learning in foreign language instruction in Turkey: Curriculum Models and Course Design Guidelines

Year 2014, Volume: 7 Issue: 3, 165 - 185, 03.06.2014

Abstract

Nowadays, the implementation of e-learning, blended learning and distance learning in foreign language instruction has become widespread all over the world, including Turkey. With the generation of Digital Natives learning at schools, instructors face the challenge of providing distance learning courses and materials that would meet necessary standards. The re-evaluation of curriculum models and evaluation criteria is thus needed to ensure high quality of distance instruction. The present paper will report on different models of distance learning courses, reflecting on their applicability for English language teaching in Turkey. Moreover, course design guidelines will be provided to facilitate effective authoring of online programs.

References

  • Adıyaman, Z. (2002). Uzaktan eğitim yoluyla yabancı dil öğretimi *Teaching foreign languages through distance education]. The Turkish Online Journal of Educational Technology, 1(1), 92-97. Retrieved from http://www.tojet.net/articles/v1i1/1111.pdf
  • Akbulut, Y. (2007). Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment. The Turkish Online Journal of Educational Technology, 6(1), 53-60. Retrieved from http://www.tojet.net/articles/v6i1/615.pdf
  • Aydin, S. (2007). Attitudes of EFL learners towards the Internet. The Turkish Online Journal of Educational Technology, 6(3), 18-26.
  • Baturay, M. H., & Daloğlu, A. (2010). E-portfolio assessment in an online English language course. Computer-Assisted Language Learning, 23(5), 413-428.
  • Bax, S. (2003). CALL – past, present and future. System, 31, 13-28.
  • Carballo-Calero, M. V. F. (2001). The EFL teacher and the introduction of multimedia in the classroom. Computer Assisted Language Learning, 14, 3-14.
  • Czos, D. (2006). Zastosowanie e-learningu w nauczaniu języków obcych [Using e-learning in foreign language teaching]. Retrieved from http://kadry.nf.pl/Artykul/6924/Zastosowanie-e-learningu-w- nauczaniu-jezykow-obcych/e-learning-szkolenia/.
  • Çakır, İ. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational http://www.tojet.net/articles/v5i4/549.pdf 5(1), 67-72. Retrieved from
  • Çoklar, A. N., Odabaşı, H. F. (2010). Are teacher candidates able to use educational technologies effectively? A case study in terms of standards. International Journal of Human Sciences, 7(2), 1-16.
  • Daly, C., & Pachler, N. (2010). E-learning: The future? In J. Arthur & I. Davies (Eds.), Routledge textbook on educational studies (pp. 216-26). London: Routledge.
  • Daud, N. M. (1992). Issues in CALL implementation and its implications on teacher training. CALICO Journal, 10(1), 69-78.
  • Dylak, S. (2000). Konstruktywizm jako obiecująca perspektywa kształcenia nauczycieli [Constructivism as a promising perspective for teacher training]. In H. Kwiatkowska, T. Lewowicki, & S. Dylak (Eds.), Współczesność a kształcenie nauczycieli. Warsaw: WSP ZNP. Retrieved from http://www.cen.uni.wroc.pl/teksty/konstrukcja.pdf.
  • European Commission (1997). Towards an Information Society Approach. Green Paper on the Convergence of the Telecommunications, Media and Information Technology Sectors, and the Implications for Regulation. COM (97) 623 final, 3 December 1997. Retrieved from http://aei.pitt.edu/1160/1/telecom_convergence_gp_COM_97_623.pd f.
  • European Commission (1999). eEurope - An information society for all. Communication of 8 December 1999 on a Commission initiative for the special European Council of Lisbon, 23 and 24 March 2000 - eEurope - An information society for all [COM(1999) 687]. Retrieved from http://europa.eu/legislation_summaries/information_society/l24221_ en.htm.
  • European Commission (2000). eEurope 2002 – An Information Society for All. Action plan prepared by the Council and the European Commission for the Feira European Council, 19-20 June 2000. Brussels: Council of the European Union/Commission of the European Communities. Retrieved from http://ec.europa.eu/information_society/eeurope/2002/documents/ar chiv_eEurope2002/actionplan_en.pdf.
  • European Commission (2005). i2010 – A European Information Society for growth Communication from the Commission [SEC(2005) 717/2]. Brussels: Commission of the European Communities. Retrieved from http://ec.europa.eu/information_society/eeurope/i2010/docs/extende d_impact_assessment.doc. Commission Staff Working Paper
  • European Council (1994). Europe and the global information society. Bangemann report recommendations to the European Council. Retrieved from http://www.umic.pt/images/stories/publicacoes200801/raport_Bange manna_1994.pdf.
  • Fitzpatrick, A., & Davies, G. (Eds). (2003). The Impact of Information and Communications Technologies on the teaching of foreign languages and on the role of teachers of foreign languages: a report commissioned by the Directorate General of Education and Culture. Retrieved from http://ec.europa.eu/education/policies/lang/doc/ict.pdf.
  • Gajek, E. (2004). Nauczanie języków online *Teaching languages online+. e- Mentor 2/2004. Retrieved from http://www.e-mentor.edu.pl/artykul/index/numer/4/id/45.
  • Garrison, R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.
  • Goban-Klas, T., & Sienkiewicz, P. (1999). Społeczeństwo informacyjne: Szanse, zagrożenia, wyzwania. Cracow: Wydawnictwo Fundacji Postępu i Telekomunikacji.
  • Goltz-Wasiucionek, D. (2010). Blended learning w kształceniu językowym [Blended learning in language education]. e-Mentor 5/2010. Retrieved from http://www.ementor.edu.pl/artykul/index/numer/37/id/793.
  • Goodyear, P. (2001). Effective networked learning in higher education: notes and guidelines. Retrieved from http://csalt.lancs.ac.uk/jisc/guidelines_final.doc.
  • Goodyear, P., Salmon, G., Spector, J. M., Steeples, C., & Tickner, S. (2001). Competences of online teaching: a special report. Educational Technology Research and Development, 49(1), 65-72.
  • Hişmanoğlu, S. (2010). Attitudes of L2 teachers towards Internet-based foreign language teaching. Procedia Social and Behaviroal Sciences, 3, 106-111.
  • Hişmanoğlu, M., & Hişmanoğlu, S. (2011). Internet-based pronunciation teaching: An innovative route toward rehabilitating Turkish EFL learners’ articulation problems. European Journal of Educational Studies, 3(1), 23-36.
  • Horton, W. (2006). E-learning by design. Boulder: Pfeiffer.
  • Hult, A., Dahlgren, E., Hamilton, D., & Söderström, T. (2005). Teachers’ invisible presence in net-based distance education. International Review of Research in Open and Distance Learning, 6 (3), 1-11. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/262/839.
  • İnal, Y., Karakuş, T., & Çağıltay, K. (2008). Turkish high school students’ considerations, expectation and awareness on distance education. The Turkish Online Journal of Distance Education, 9(4), 63-76. Retrieved from http://tojde.anadolu.edu.tr/tojde32/articles/article_4.htm
  • İnözü, J. & İlin, G. (2007). How do learners perceive e-language learning programs in their local context. The Asian EFL Journal Quarterly, 9(4), 278-286.
  • Kılıçkaya, F., & Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning. The Turkish Online Journal of Educational http://www.tojet.net/articles/v9i2/927.pdf 9(2), 55-63. Retrieved from
  • Koçoğlu, Z. (2008). Turkish EFL student teachers’ perceptions on the role of electronic portfolios in their professional development. The Turkish Online Journal of Educational Technology, 7(3), 71-79. Retrieved from http://www.tojet.net/articles/v7i3/738.pdf
  • Latoch-Zielińska, M. (2009). e-Kształcenie – nowe możliwości polonistyki. In A. Dziak & S.J. Żurek (Eds.), e-polonistyka (pp. 207-217). Lublin: Wydawnictwo KUL.
  • Naidu, S., Cunnington, D., & Jasen, C. (2002). The experience of practitioners with technology-enhanced teaching and learning. Educational Technology 5(1), http://www.ifets.info/journals/5_1/naidu.html 23-34. Retrieved from
  • Nowak, J. S. (2005). Społeczeństwo informacyjne – geneza i definicje [Information Society – origins and definitions]. Retrieved from http://www.infobrokerstwo.pl/index.php?option=com_content&task =view&id=56&Itemid=51.
  • Özek, Y., & Kesli, Y., & Koçoğlu, Z. (2009). Integrating a web-based learning program into a traditional learning environment: Students’ attitudes and expectations. US-China Education Review, 6(11), 80-86.
  • Özyurt, H., & Özyurt, Ö. (2010). Investigation of English language learning activities in web-based environments including asynchronous discussion forums. E-journal of New World Sciences Academy, 5(2), 538-548.
  • Pachler, N., & Daly, C. (2011). Key issues in e-learning: research and practice. London, New York: Continuum.
  • Russell, M., Rebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use: Implications for pre-service and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  • Sağın-Şimşek, C. S. (2008). Students’ attitudes towards integration of ICTs in a reading course: A case in Turkey. Computers & Education, 51, 200- 211.
  • Sakar, N. (2009). Online course support in distance learning: Student evaluation of English language teaching bachelor of arts program. The Turkish Online Journal of Distance Education, 10(2), 86-99. Retrieved from https://tojde.anadolu.edu.tr/tojde34/pdf/article_2.pdf
  • Salmon, G. (2004). E-moderating: The key to teaching and learning online. London: Kogan Page.
  • Stanisławska A. K. (n.d.). Różnice i podobieństwa, zalety i słabości nauczania przez Internet versus nauczania tradycyjne [Differences and similarities, advantages and drawbacks of distance education versus http://www.puw.pl/downloads/docs/1_elearning/2_teoria_elearning /Stanislawska.pdf. education]. traditional Retrieved from
  • Tanyeli, N. (2009). The efficiency of online English language instruction on students’ reading skills. Procedia Social and Behavirol Sciences, 1, 564- 567.
  • Uşun, S. (2004). Bilgisayar destekli öğretimin temelleri [The basics of computer assisted teaching+. Ankara: Nobel Yayın Dağıtım.
  • Warschauer, M. (2002) A developmental perspective on technology in language education. TESOL Quarterly, 36(3), 453-475.
  • Watkins, T. (2005). Exploring eLearning reforms for Michigan. The New Education (R)evolution. Detroit: Wayne State University. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2013/07/e- learningreport.pdf
  • Yüksel, D., & Tanrıverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development of EFL learners. The Turkish Online Journal of Educational Technology, 8(2), 48-54. Retrieved from http://www.tojet.net/articles/v8i2/824.pdf
  • Yüksel, G, & Kavanoz, S. (2011). In search of pre-service EFL certificate teachers’ attitudes towards technology. Procedia Computer Science, 3, 666-671.
  • Zielińska, J. (n.d.). Techniki zdalnego nauczania w kształceniu ustawicznym [Distance learning techniques in lifelong learning]. Retrieved from http://www.nettrainers-training.org

E-learning in foreign language instruction in Turkey: Curriculum Models and Course Design Guidelines

Year 2014, Volume: 7 Issue: 3, 165 - 185, 03.06.2014

Abstract

References

  • Adıyaman, Z. (2002). Uzaktan eğitim yoluyla yabancı dil öğretimi *Teaching foreign languages through distance education]. The Turkish Online Journal of Educational Technology, 1(1), 92-97. Retrieved from http://www.tojet.net/articles/v1i1/1111.pdf
  • Akbulut, Y. (2007). Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment. The Turkish Online Journal of Educational Technology, 6(1), 53-60. Retrieved from http://www.tojet.net/articles/v6i1/615.pdf
  • Aydin, S. (2007). Attitudes of EFL learners towards the Internet. The Turkish Online Journal of Educational Technology, 6(3), 18-26.
  • Baturay, M. H., & Daloğlu, A. (2010). E-portfolio assessment in an online English language course. Computer-Assisted Language Learning, 23(5), 413-428.
  • Bax, S. (2003). CALL – past, present and future. System, 31, 13-28.
  • Carballo-Calero, M. V. F. (2001). The EFL teacher and the introduction of multimedia in the classroom. Computer Assisted Language Learning, 14, 3-14.
  • Czos, D. (2006). Zastosowanie e-learningu w nauczaniu języków obcych [Using e-learning in foreign language teaching]. Retrieved from http://kadry.nf.pl/Artykul/6924/Zastosowanie-e-learningu-w- nauczaniu-jezykow-obcych/e-learning-szkolenia/.
  • Çakır, İ. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational http://www.tojet.net/articles/v5i4/549.pdf 5(1), 67-72. Retrieved from
  • Çoklar, A. N., Odabaşı, H. F. (2010). Are teacher candidates able to use educational technologies effectively? A case study in terms of standards. International Journal of Human Sciences, 7(2), 1-16.
  • Daly, C., & Pachler, N. (2010). E-learning: The future? In J. Arthur & I. Davies (Eds.), Routledge textbook on educational studies (pp. 216-26). London: Routledge.
  • Daud, N. M. (1992). Issues in CALL implementation and its implications on teacher training. CALICO Journal, 10(1), 69-78.
  • Dylak, S. (2000). Konstruktywizm jako obiecująca perspektywa kształcenia nauczycieli [Constructivism as a promising perspective for teacher training]. In H. Kwiatkowska, T. Lewowicki, & S. Dylak (Eds.), Współczesność a kształcenie nauczycieli. Warsaw: WSP ZNP. Retrieved from http://www.cen.uni.wroc.pl/teksty/konstrukcja.pdf.
  • European Commission (1997). Towards an Information Society Approach. Green Paper on the Convergence of the Telecommunications, Media and Information Technology Sectors, and the Implications for Regulation. COM (97) 623 final, 3 December 1997. Retrieved from http://aei.pitt.edu/1160/1/telecom_convergence_gp_COM_97_623.pd f.
  • European Commission (1999). eEurope - An information society for all. Communication of 8 December 1999 on a Commission initiative for the special European Council of Lisbon, 23 and 24 March 2000 - eEurope - An information society for all [COM(1999) 687]. Retrieved from http://europa.eu/legislation_summaries/information_society/l24221_ en.htm.
  • European Commission (2000). eEurope 2002 – An Information Society for All. Action plan prepared by the Council and the European Commission for the Feira European Council, 19-20 June 2000. Brussels: Council of the European Union/Commission of the European Communities. Retrieved from http://ec.europa.eu/information_society/eeurope/2002/documents/ar chiv_eEurope2002/actionplan_en.pdf.
  • European Commission (2005). i2010 – A European Information Society for growth Communication from the Commission [SEC(2005) 717/2]. Brussels: Commission of the European Communities. Retrieved from http://ec.europa.eu/information_society/eeurope/i2010/docs/extende d_impact_assessment.doc. Commission Staff Working Paper
  • European Council (1994). Europe and the global information society. Bangemann report recommendations to the European Council. Retrieved from http://www.umic.pt/images/stories/publicacoes200801/raport_Bange manna_1994.pdf.
  • Fitzpatrick, A., & Davies, G. (Eds). (2003). The Impact of Information and Communications Technologies on the teaching of foreign languages and on the role of teachers of foreign languages: a report commissioned by the Directorate General of Education and Culture. Retrieved from http://ec.europa.eu/education/policies/lang/doc/ict.pdf.
  • Gajek, E. (2004). Nauczanie języków online *Teaching languages online+. e- Mentor 2/2004. Retrieved from http://www.e-mentor.edu.pl/artykul/index/numer/4/id/45.
  • Garrison, R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.
  • Goban-Klas, T., & Sienkiewicz, P. (1999). Społeczeństwo informacyjne: Szanse, zagrożenia, wyzwania. Cracow: Wydawnictwo Fundacji Postępu i Telekomunikacji.
  • Goltz-Wasiucionek, D. (2010). Blended learning w kształceniu językowym [Blended learning in language education]. e-Mentor 5/2010. Retrieved from http://www.ementor.edu.pl/artykul/index/numer/37/id/793.
  • Goodyear, P. (2001). Effective networked learning in higher education: notes and guidelines. Retrieved from http://csalt.lancs.ac.uk/jisc/guidelines_final.doc.
  • Goodyear, P., Salmon, G., Spector, J. M., Steeples, C., & Tickner, S. (2001). Competences of online teaching: a special report. Educational Technology Research and Development, 49(1), 65-72.
  • Hişmanoğlu, S. (2010). Attitudes of L2 teachers towards Internet-based foreign language teaching. Procedia Social and Behaviroal Sciences, 3, 106-111.
  • Hişmanoğlu, M., & Hişmanoğlu, S. (2011). Internet-based pronunciation teaching: An innovative route toward rehabilitating Turkish EFL learners’ articulation problems. European Journal of Educational Studies, 3(1), 23-36.
  • Horton, W. (2006). E-learning by design. Boulder: Pfeiffer.
  • Hult, A., Dahlgren, E., Hamilton, D., & Söderström, T. (2005). Teachers’ invisible presence in net-based distance education. International Review of Research in Open and Distance Learning, 6 (3), 1-11. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/262/839.
  • İnal, Y., Karakuş, T., & Çağıltay, K. (2008). Turkish high school students’ considerations, expectation and awareness on distance education. The Turkish Online Journal of Distance Education, 9(4), 63-76. Retrieved from http://tojde.anadolu.edu.tr/tojde32/articles/article_4.htm
  • İnözü, J. & İlin, G. (2007). How do learners perceive e-language learning programs in their local context. The Asian EFL Journal Quarterly, 9(4), 278-286.
  • Kılıçkaya, F., & Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning. The Turkish Online Journal of Educational http://www.tojet.net/articles/v9i2/927.pdf 9(2), 55-63. Retrieved from
  • Koçoğlu, Z. (2008). Turkish EFL student teachers’ perceptions on the role of electronic portfolios in their professional development. The Turkish Online Journal of Educational Technology, 7(3), 71-79. Retrieved from http://www.tojet.net/articles/v7i3/738.pdf
  • Latoch-Zielińska, M. (2009). e-Kształcenie – nowe możliwości polonistyki. In A. Dziak & S.J. Żurek (Eds.), e-polonistyka (pp. 207-217). Lublin: Wydawnictwo KUL.
  • Naidu, S., Cunnington, D., & Jasen, C. (2002). The experience of practitioners with technology-enhanced teaching and learning. Educational Technology 5(1), http://www.ifets.info/journals/5_1/naidu.html 23-34. Retrieved from
  • Nowak, J. S. (2005). Społeczeństwo informacyjne – geneza i definicje [Information Society – origins and definitions]. Retrieved from http://www.infobrokerstwo.pl/index.php?option=com_content&task =view&id=56&Itemid=51.
  • Özek, Y., & Kesli, Y., & Koçoğlu, Z. (2009). Integrating a web-based learning program into a traditional learning environment: Students’ attitudes and expectations. US-China Education Review, 6(11), 80-86.
  • Özyurt, H., & Özyurt, Ö. (2010). Investigation of English language learning activities in web-based environments including asynchronous discussion forums. E-journal of New World Sciences Academy, 5(2), 538-548.
  • Pachler, N., & Daly, C. (2011). Key issues in e-learning: research and practice. London, New York: Continuum.
  • Russell, M., Rebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use: Implications for pre-service and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  • Sağın-Şimşek, C. S. (2008). Students’ attitudes towards integration of ICTs in a reading course: A case in Turkey. Computers & Education, 51, 200- 211.
  • Sakar, N. (2009). Online course support in distance learning: Student evaluation of English language teaching bachelor of arts program. The Turkish Online Journal of Distance Education, 10(2), 86-99. Retrieved from https://tojde.anadolu.edu.tr/tojde34/pdf/article_2.pdf
  • Salmon, G. (2004). E-moderating: The key to teaching and learning online. London: Kogan Page.
  • Stanisławska A. K. (n.d.). Różnice i podobieństwa, zalety i słabości nauczania przez Internet versus nauczania tradycyjne [Differences and similarities, advantages and drawbacks of distance education versus http://www.puw.pl/downloads/docs/1_elearning/2_teoria_elearning /Stanislawska.pdf. education]. traditional Retrieved from
  • Tanyeli, N. (2009). The efficiency of online English language instruction on students’ reading skills. Procedia Social and Behavirol Sciences, 1, 564- 567.
  • Uşun, S. (2004). Bilgisayar destekli öğretimin temelleri [The basics of computer assisted teaching+. Ankara: Nobel Yayın Dağıtım.
  • Warschauer, M. (2002) A developmental perspective on technology in language education. TESOL Quarterly, 36(3), 453-475.
  • Watkins, T. (2005). Exploring eLearning reforms for Michigan. The New Education (R)evolution. Detroit: Wayne State University. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2013/07/e- learningreport.pdf
  • Yüksel, D., & Tanrıverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development of EFL learners. The Turkish Online Journal of Educational Technology, 8(2), 48-54. Retrieved from http://www.tojet.net/articles/v8i2/824.pdf
  • Yüksel, G, & Kavanoz, S. (2011). In search of pre-service EFL certificate teachers’ attitudes towards technology. Procedia Computer Science, 3, 666-671.
  • Zielińska, J. (n.d.). Techniki zdalnego nauczania w kształceniu ustawicznym [Distance learning techniques in lifelong learning]. Retrieved from http://www.nettrainers-training.org
There are 50 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ferit Kılıçkaya This is me

Jaroslaw Krajka Malgorzata Latoch-zielinska This is me

Publication Date June 3, 2014
Published in Issue Year 2014 Volume: 7 Issue: 3

Cite

APA Kılıçkaya, F., & Latoch-zielinska, J. K. M. (2014). E-learning in foreign language instruction in Turkey: Curriculum Models and Course Design Guidelines. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(3), 165-185. https://doi.org/10.12780/UUSBD243

Address: Uşak University Graduate Education Institute
Telephone: 0276 221 21 60 Fax: 0276 221 21 61
E-mail: sosyaldergi@usak.edu.tr