The Effect of Delivering Concept Cartoons in Mobile Learning Environments on Learning English Idioms in Secondary Education

Abstract

The use of mobile technology at secondary education level may be one of the effective strategies to meet the needs of today's students who want to learn a foreign language. Foreign language learners should learn idioms of a language as well as its words and grammatical structures. In this sense, concept cartoons can be thought of as an effective tool that can be used to embody abstract concepts for teaching idioms. This study aims to investigate the effect of delivering concept cartoons in different learning environments on learning English idioms. To this end, a blended learning environment with a learning management system was developed for 7^th grade students. The effect of concept cartoons on academic acheievement and retention levels of English language idioms was determined when concept cartoons were delivered through Whatsapp application in mobile environment in the experimental group and presented in face-to-face learning environment in the control group. In this research, a sequential explanatory mixed method model was used. The quantitative data of the study were collected via an achievement test used as a pretest, posttest, and retention test while a focus grup interview was conducted for qualitative data. The findings indicate that delivery of concept cartoons to students through mobile learning and in face to face learning environments did not create a significant difference in participants’ academic achievement and retention levels. Nonetheless, the students’ experiences regarding concept cartoons and mobile learning environment were found positive. Research findings contribute to the media or method discussion. 

Keywords

• Blended Learning,Mobile Learning,Concept Cartoons,EFL,English Idioms

Kavram Karikatürlerinin Mobil Öğrenme Ortamında Ulaştırılmasının Ortaöğretimde İngilizce Deyim Öğrenmeye Etkisi

Abstract

Ortaöğretim düzeyinde mobil teknoloji kullanımı, yabancı dil öğrenmek isteyen günümüz öğrencilerinin ihtiyaçlarını karşılayan etkili stratejilerden biri olabilir. Yabancı dil öğrencileri dilin kelimelerini ve dilbilgisi yapılarının yanısıra deyimlerini de öğrenmelidirler. Kavram karikatürleri deyim öğretiminde, soyut kavramların somutlaştırılmasında kullanılabilecek etkili bir araç olarak düşünülebilir. Bu çalışmada kavram karikatürlerinin öğrencilere ulaştırılmasında farklı öğrenme ortamlarının kullanımının İngilizce deyimleri öğrenme üzerindeki etkisinin araştırılması amaçlanmıştır. Bu amaçla 7. sınıf öğrencileri için öğrenme yönetim sistemi kullanılan bir karma öğrenme ortamı geliştirilmiş, deney grubundaki öğrencilere mobil ortamda Whatsapp uygulamasıyla gönderilen, kontrol grubundakilere ise yüzyüze öğrenme ortamında sunulan kavram karikatürlerinin akademik erişiye ve kalıcılığa olan etkisi belirlenmiştir. Araştırmada sıralı açıklayıcı tasarımlı karma araştırma yöntemi modeli kullanılmıştır. Nicel veriler ön-test, son-test ve kalıcılık testi olarak erişi testi ile nitel veriler ise odak görüşme yapılarak toplanmıştır. İngilizce deyimlerin öğrenilmesi için geliştirilen karma öğrenme ortamındaki öğrencilere kavram karikatürlerinin ulaştırılmasında mobil ortam ve yüzyüze ortamın öğrencilerin erişileri ve kalıcılık puanları üzerinde anlamlı fark yaratmadığı, ancak öğrencilerin kavram karikatürleri ve mobil ortama yönelik deneyimlerinin olumlu olduğu bulunmuştur. Araştırma bulguları medya mı yöntem mi tartışmasına katkı sunar içeriktedir.

Keywords

• Karma Öğrenme,Mobil Öğrenme,Kavram Karikatürleri,İngilizce Deyimler,İngilizce Öğretimi

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