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A Research into the Effect of Augmented Reality-Enhanced Storybook Reading on EFL Learners

Yıl 2024, , 20 - 40, 15.03.2024
https://doi.org/10.17240/aibuefd.2024..-1186759

Öz

The era that we live in now brings along new technologies and augmented reality (AR) is one of these innovative technologies. Recently, there has been an increasing interest in the integration of AR into educational areas. To date, in the field of language education, the studies focused on mostly the use of AR to teach vocabulary and the effect of AR on learners in a narrow range. However, the effect of AR-enhanced storybooks on tertiary level learners’ English reading comprehension and possible reasons for the before-founded positive effects of AR have still not been comprehensively investigated. Hence, the present study carried out a qualitative study with focus group interviews to get a deeper understanding of the effect of AR-supported storybooks on the learning process of English language learners with the help of their subjective experiences and to obtain students' suggestions regarding the use of AR technology for English learning and reading comprehension. The findings demonstrated that the AR-enhanced storybook increased reading comprehension and English learning, thanks to its use of visual and didactic language, arousing a feeling of wonder, interacting with the story by making the learners a part of the story, appealing to their interest, and increasing their excitement with the help of multisensory elements, and leading them to emphatic thinking and be more enthusiastic to read and learn.

Kaynakça

  • Alsowat, H. H. (2016). Breaking down the classroom walls: Augmented reality effect on EFL reading comprehension, self-efficacy, autonomy and attitudes. Studies in English Language Teaching, 5(1), 1-23. https://doi.org/10.22158/selt.v5n1p1
  • Amaia, A. M., Jorge R. L. B., Enara, A. G., & Estibaliz, B. A. (2017). An experience of the application of augmented reality to learn English in infant education. 2017 International Symposium on Computers in Education (SIIE), 1-6. https://doi.org/10.1109/SIIE.2017.8259645
  • Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environment, 6(4), 355–385.
  • Bacca J., Baldiris J., Fabregat R., Graf S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133–149. http://www.jstor.org/stable/jeductechsoci.17.4.133
  • Blazauskas, T. & Gudoniene, D. (2020). Virtual reality and augmented reality in educational programs. In: Linda, D. (Ed.), New Perspectives on Virtual and Augmented Reality (pp. 82-94). Routledge.
  • Bruner, J.S. (1996). The culture of education. Harvard University Press.
  • Burns N. & Grove S.K. (2005) The Practice of Nursing Research: Conduct, Critique & Utilization. Elsevier Saunders, St Louis.
  • Bursali, H., & Yilmaz, R. M. (2019). Efect of augmented reality applications on secondary school students’ reading comprehension and learning permanency. Computers in Human Behavior, 95, 126–135. https://doi.org/10.1016/j.chb.2019.01.035
  • Chen, C. (2020). AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning. British Journal of Educational Technology, 51(3), 657-672. https://doi.org/10.1111/bjet.12902
  • Chen, R.W., & Chan, K.K. (2019). Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education. Journal of Educational Computing Research, 57, 1812 - 1831.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge.
  • Costuchen, A. L., Darling, S., & Uytman, C. (2021) Augmented reality and visuospatial bootstrapping for second-language vocabulary recall, Innovation in Language Learning and Teaching, 15(4), 352-363, https://doi.org/10.1080/17501229.2020.1806848
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Thousand Oaks, CA: Sage.
  • Cuban, L. (1986). Teachers and Machines. Stanford University.
  • Dalim, C.S., Sunar, M.S., Dey, A., & Billinghurst, M. (2020). Using augmented reality with speech input for non-native children's language learning. International Journal of Human-Computer Studies, 134, 44-64. https://doi.org/10.1016/j.ijhcs.2019.10.002
  • Dargan, S., Bansal, S., Kumar, M., Mittal, A., & Kumar, K. (2022). Augmented reality: A comprehensive review. Archives of Computational Method in Engineering, 30, 1057-1080. https://doi.org/10.1007/s11831-022-09831-7
  • Dewey, J. (1916). Democracy and Education. The Free Press.
  • Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of applied linguistics, 21, 43-59.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford University Press.
  • Dörnyei, Z., Csizér, K. & Németh, N. (2006). Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781853598876
  • Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22. https://doi.org/10.1007/s10956-008-9119-1
  • Ebadi, S. & Ashrafabadi, F. (2022). An exploration into the impact of augmented reality on EFL learners’ reading comprehension. Education and Information Technologies, 27, 9745-9765. https://doi.org/10.1007/s10639-022-11021-8
  • Fabregat, R., Munoz, H. T., & Baldiris, S. (2017). Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities
  • Gardner, H. (1993), Multiple Intelligences: The Theory in Practice, Basic Books.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House Publishers.
  • Garnder, R. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London.
  • Green, J. & Hart, L. (1999). The impact of context on data. In: Rosaline, S.B. and Jenny, K. (Eds), Developing Focus Group Research. https://dx.doi.org/10.4135/9781849208857.n2
  • Greenwood, A.T. & Wang, M. (2018). Augmented reality and mobile learning: theoretical foundations and implementation. In: Crompton H, Traxler J (Eds), Mobile Learning and Higher Education: Challenges in Context (pp. 41-55). Routledge.
  • Ho, D. G. E. (2006). The focus group interview: Rising to the challenge in qualitative research methodology. Australian Review of Applied Linguistics, 29(1). https://doi.org/10.2104/aral0605
  • Ibrahim, A., Huynh, B., Downey, J., Höllerer, T., Chun, D., & O'donovan, J. (2018). ARbis Pictus: A Study of Vocabulary Learning with Augmented Reality. IEEE Transactions on Visualization and Computer Graphics, 24(11), 2867-2874, Nov. 2018, https://doi.org/10.1109/TVCG.2018.2868568
  • Jamrus, M. H. M., & Razali, A. B. (2019). Augmented Reality in Teaching and Learning English Reading: Realities, Possibilities, and Limitations. International Journal of Academic Research in Progressive Education and Development, 8(4), 724–737. https://doi.org/10.6007/IJARPED/v8-i4/6696
  • Koç, Ö., Altun, E., & Yüksel, H. G. (2021). Writing an expository text using augmented reality: Students’ performance and perceptions. Education and Information Technologies, 1-22.
  • Krashen, S. D. (1988). Second Language Acquisition and Second Language Learning. Prentice Hall.
  • Küçük, S., Yılmaz, R.M., & Göktaş, Y. (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Education and Science, 39, 393-404. https://doi.org/10.15390/EB.2014.3595
  • Kuru Gönen, S.İ., & Zeybek, G. (2021). Using QR code enhanced authentic texts in EFL extensive reading: a qualitative study on student perceptions. Education and Information Technologies, 27, 2039-2057. https://doi.org/10.1007/s10639-021-10695-w
  • Lantolf J.P., & Thorne S.L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Lee, J. (2020). Problem-based gaming via an augmented reality mobile game and a printed game in foreign language education. Education and Information Technologies, 27, 743-771. https://doi.org/10.1007/s10639-020-10391-1
  • Libertore, M. L. & Wagner, W. P. (2021). Virtual, mixed, and augemented reality: A systematic review for immersive systems research. Virtual Reality, 25, 773-799. https://doi.org/10.1007/s10055-020-00492-0
  • Mahadzir, N. N., & Phung, L. F. (2013). The use of augmented reality pop-up book to increase motivation in English language learning for national primary school. Journal of Research & Method in Education, 1(1), 26-38.
  • McHugh, M. L. (2012, October 15). Interrater reliability: the kappa statistic12. Biochemia Medica. https://phys.org/news/2023-07-korean-team-room-temperature-ambient-pressure-superconductor.html
  • Piaget, J. (1973) To understand is to invent: The future of education. Grossman.
  • Redondo, B., Cozar-Gutierrez, R., Gonzalez-Calero, A., & Ruiz, R. S. (2019). Integration of augmented reality in the teaching of English as a foreign language in early childhood education. Early Childhood Education Journal. 48, 147-155. https://doi.org/10.1007/s10643-019-00999-5
  • Rogers, C. R. (1975). Empathic: An unappreciated way of being. The counseling psychologist, 5(2), 2-10.
  • Silva, M. M. O., Roberto, R., & Teichrieb, V. (2015). Evaluation of augmented reality technology in the english language field. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educacão-SBIE, 26(1), 577.
  • Skulmowski, A. & Rey, G.D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implication, 3. https://doi.org/10.1186/s41235-018-0092-9
  • Taşkıran, A. (2019). The effect of augmented reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122-135. https://doi.org/10.1177/2042753018817541
  • The Center for Development and Learning. (n.d.). “Understanding the learning process to effectively differentiate instruction”. Retrieved from https://www.cdl.org/understanding-the-learning-process-to-effectively-differentiate-instruction/
  • Thomas, A. & Thorne, G. (2008). Language, learning and a place called school. Metairie, LA: Center for Development and Learning.
  • Thorne, G. & Thomas, A. (2008). Paying attention to attention. Metairie, LA: Center for Development and Learning.
  • Vate-U-Lan, P. (2012). An augmented reality 3D pop-up book: the development of a multimedia project for English language teaching. IEEE International Conference on Multimedia and Expo, 890-895. https://doi.org/10.1109/ICME.2012.79
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.
  • Wang M., Callaghan V., Bernhardt J., White K., & Peña-Rios, A. (2018). Augmented reality in education and training: pedagogical approaches and illustrative case studies. Journal of Ambient Intelligence and Humanized Computing, 9(5), 1391–1402. https://doi.org/10.1007/s12652-017-0547-8
  • Yulian, R., Ruhama, U., & Sucipto. (2022). Developing Augmented Realiry (AR) as assisted technology in reading based on content-language integrated learning. Jurnal Teknologi Rendidikan, 24(1), 23-37. https://doi.org/10.21009/jtp.v24i1.23626
  • Zhang, D., Wang, M., & Wu, J. G. (2020). Design and Implementation of Augmented Reality for English Language Education. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Augmented Reality in Education (pp. 217–234). Springer International Publishing.

Artırılmış Gerçeklik ile Geliştirilmiş Hikayelerin İngilizce Öğrenenler Üzerindeki Etkisi

Yıl 2024, , 20 - 40, 15.03.2024
https://doi.org/10.17240/aibuefd.2024..-1186759

Öz

İçinde bulunduğumuz çağ beraberinde yeni teknolojileri de getirmekte ve artırılmış gerçeklik (AG) bu yenilikçi teknolojilerden biri olarak karşımıza çıkmaktadır. Son zamanlarda, AG’nin eğitim alanlarına entegrasyonuna yönelik artan bir ilgi vardır. Bugüne kadar, yabancı dil eğitimi alanındaki çalışmalar çoğunlukla AG’nin kelime öğretmek için kullanılmasına ve yine AG’nin çoğunlukla öğrenciler üzerindeki etkisine odaklanmışlardır. Ancak, AG destekli hikaye kitaplarının yükseköğrenim seviyesindeki öğrencilerin İngilizce okuduğunu anlama üzerindeki etkisi ve AG’nin önceden bulunmuş olumlu etkilerinin olası nedenleri hala kapsamlı bir şekilde araştırılmamıştır. Bu nedenle, bu çalışma AG destekli hikaye kitaplarının İngilizce öğrenenlerin öğrenme sürecindeki etkisini öğrencilerin öznel deneyimlerinden faydalanarak daha derinlemesine anlamak ve öğrencilerin İngilizce öğrenme ve okuduğunu anlama için AR teknolojisinin kullanımına ilişkin önerilerini almayı amaçlamış ve odak grup görüşmeleri aracılığı ile nitel olarak yürütülmüştür. Bulgular, AG destekli hikaye kitabının çoklu duyusal unsurlar yardımıyla öğrencilerin heyecanlarını artırarak merak duygusu uyandırdığı, öğrencileri hikayenin bir parçası haline getirerek hikaye ile etkileşime girmelerine olanak sağladığı, empatik düşünmeye, okumaya ve öğrenmeye daha hevesli olmalarına yardımcı olduğu, görsel ve öğretici dil kullanımı sayesinde okuduğunu anlamayı ve İngilizce öğrenmeyi geliştirdiğini göstermiştir.

Kaynakça

  • Alsowat, H. H. (2016). Breaking down the classroom walls: Augmented reality effect on EFL reading comprehension, self-efficacy, autonomy and attitudes. Studies in English Language Teaching, 5(1), 1-23. https://doi.org/10.22158/selt.v5n1p1
  • Amaia, A. M., Jorge R. L. B., Enara, A. G., & Estibaliz, B. A. (2017). An experience of the application of augmented reality to learn English in infant education. 2017 International Symposium on Computers in Education (SIIE), 1-6. https://doi.org/10.1109/SIIE.2017.8259645
  • Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environment, 6(4), 355–385.
  • Bacca J., Baldiris J., Fabregat R., Graf S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133–149. http://www.jstor.org/stable/jeductechsoci.17.4.133
  • Blazauskas, T. & Gudoniene, D. (2020). Virtual reality and augmented reality in educational programs. In: Linda, D. (Ed.), New Perspectives on Virtual and Augmented Reality (pp. 82-94). Routledge.
  • Bruner, J.S. (1996). The culture of education. Harvard University Press.
  • Burns N. & Grove S.K. (2005) The Practice of Nursing Research: Conduct, Critique & Utilization. Elsevier Saunders, St Louis.
  • Bursali, H., & Yilmaz, R. M. (2019). Efect of augmented reality applications on secondary school students’ reading comprehension and learning permanency. Computers in Human Behavior, 95, 126–135. https://doi.org/10.1016/j.chb.2019.01.035
  • Chen, C. (2020). AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning. British Journal of Educational Technology, 51(3), 657-672. https://doi.org/10.1111/bjet.12902
  • Chen, R.W., & Chan, K.K. (2019). Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education. Journal of Educational Computing Research, 57, 1812 - 1831.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge.
  • Costuchen, A. L., Darling, S., & Uytman, C. (2021) Augmented reality and visuospatial bootstrapping for second-language vocabulary recall, Innovation in Language Learning and Teaching, 15(4), 352-363, https://doi.org/10.1080/17501229.2020.1806848
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Thousand Oaks, CA: Sage.
  • Cuban, L. (1986). Teachers and Machines. Stanford University.
  • Dalim, C.S., Sunar, M.S., Dey, A., & Billinghurst, M. (2020). Using augmented reality with speech input for non-native children's language learning. International Journal of Human-Computer Studies, 134, 44-64. https://doi.org/10.1016/j.ijhcs.2019.10.002
  • Dargan, S., Bansal, S., Kumar, M., Mittal, A., & Kumar, K. (2022). Augmented reality: A comprehensive review. Archives of Computational Method in Engineering, 30, 1057-1080. https://doi.org/10.1007/s11831-022-09831-7
  • Dewey, J. (1916). Democracy and Education. The Free Press.
  • Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of applied linguistics, 21, 43-59.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford University Press.
  • Dörnyei, Z., Csizér, K. & Németh, N. (2006). Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781853598876
  • Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22. https://doi.org/10.1007/s10956-008-9119-1
  • Ebadi, S. & Ashrafabadi, F. (2022). An exploration into the impact of augmented reality on EFL learners’ reading comprehension. Education and Information Technologies, 27, 9745-9765. https://doi.org/10.1007/s10639-022-11021-8
  • Fabregat, R., Munoz, H. T., & Baldiris, S. (2017). Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities
  • Gardner, H. (1993), Multiple Intelligences: The Theory in Practice, Basic Books.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House Publishers.
  • Garnder, R. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London.
  • Green, J. & Hart, L. (1999). The impact of context on data. In: Rosaline, S.B. and Jenny, K. (Eds), Developing Focus Group Research. https://dx.doi.org/10.4135/9781849208857.n2
  • Greenwood, A.T. & Wang, M. (2018). Augmented reality and mobile learning: theoretical foundations and implementation. In: Crompton H, Traxler J (Eds), Mobile Learning and Higher Education: Challenges in Context (pp. 41-55). Routledge.
  • Ho, D. G. E. (2006). The focus group interview: Rising to the challenge in qualitative research methodology. Australian Review of Applied Linguistics, 29(1). https://doi.org/10.2104/aral0605
  • Ibrahim, A., Huynh, B., Downey, J., Höllerer, T., Chun, D., & O'donovan, J. (2018). ARbis Pictus: A Study of Vocabulary Learning with Augmented Reality. IEEE Transactions on Visualization and Computer Graphics, 24(11), 2867-2874, Nov. 2018, https://doi.org/10.1109/TVCG.2018.2868568
  • Jamrus, M. H. M., & Razali, A. B. (2019). Augmented Reality in Teaching and Learning English Reading: Realities, Possibilities, and Limitations. International Journal of Academic Research in Progressive Education and Development, 8(4), 724–737. https://doi.org/10.6007/IJARPED/v8-i4/6696
  • Koç, Ö., Altun, E., & Yüksel, H. G. (2021). Writing an expository text using augmented reality: Students’ performance and perceptions. Education and Information Technologies, 1-22.
  • Krashen, S. D. (1988). Second Language Acquisition and Second Language Learning. Prentice Hall.
  • Küçük, S., Yılmaz, R.M., & Göktaş, Y. (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Education and Science, 39, 393-404. https://doi.org/10.15390/EB.2014.3595
  • Kuru Gönen, S.İ., & Zeybek, G. (2021). Using QR code enhanced authentic texts in EFL extensive reading: a qualitative study on student perceptions. Education and Information Technologies, 27, 2039-2057. https://doi.org/10.1007/s10639-021-10695-w
  • Lantolf J.P., & Thorne S.L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Lee, J. (2020). Problem-based gaming via an augmented reality mobile game and a printed game in foreign language education. Education and Information Technologies, 27, 743-771. https://doi.org/10.1007/s10639-020-10391-1
  • Libertore, M. L. & Wagner, W. P. (2021). Virtual, mixed, and augemented reality: A systematic review for immersive systems research. Virtual Reality, 25, 773-799. https://doi.org/10.1007/s10055-020-00492-0
  • Mahadzir, N. N., & Phung, L. F. (2013). The use of augmented reality pop-up book to increase motivation in English language learning for national primary school. Journal of Research & Method in Education, 1(1), 26-38.
  • McHugh, M. L. (2012, October 15). Interrater reliability: the kappa statistic12. Biochemia Medica. https://phys.org/news/2023-07-korean-team-room-temperature-ambient-pressure-superconductor.html
  • Piaget, J. (1973) To understand is to invent: The future of education. Grossman.
  • Redondo, B., Cozar-Gutierrez, R., Gonzalez-Calero, A., & Ruiz, R. S. (2019). Integration of augmented reality in the teaching of English as a foreign language in early childhood education. Early Childhood Education Journal. 48, 147-155. https://doi.org/10.1007/s10643-019-00999-5
  • Rogers, C. R. (1975). Empathic: An unappreciated way of being. The counseling psychologist, 5(2), 2-10.
  • Silva, M. M. O., Roberto, R., & Teichrieb, V. (2015). Evaluation of augmented reality technology in the english language field. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educacão-SBIE, 26(1), 577.
  • Skulmowski, A. & Rey, G.D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implication, 3. https://doi.org/10.1186/s41235-018-0092-9
  • Taşkıran, A. (2019). The effect of augmented reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122-135. https://doi.org/10.1177/2042753018817541
  • The Center for Development and Learning. (n.d.). “Understanding the learning process to effectively differentiate instruction”. Retrieved from https://www.cdl.org/understanding-the-learning-process-to-effectively-differentiate-instruction/
  • Thomas, A. & Thorne, G. (2008). Language, learning and a place called school. Metairie, LA: Center for Development and Learning.
  • Thorne, G. & Thomas, A. (2008). Paying attention to attention. Metairie, LA: Center for Development and Learning.
  • Vate-U-Lan, P. (2012). An augmented reality 3D pop-up book: the development of a multimedia project for English language teaching. IEEE International Conference on Multimedia and Expo, 890-895. https://doi.org/10.1109/ICME.2012.79
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.
  • Wang M., Callaghan V., Bernhardt J., White K., & Peña-Rios, A. (2018). Augmented reality in education and training: pedagogical approaches and illustrative case studies. Journal of Ambient Intelligence and Humanized Computing, 9(5), 1391–1402. https://doi.org/10.1007/s12652-017-0547-8
  • Yulian, R., Ruhama, U., & Sucipto. (2022). Developing Augmented Realiry (AR) as assisted technology in reading based on content-language integrated learning. Jurnal Teknologi Rendidikan, 24(1), 23-37. https://doi.org/10.21009/jtp.v24i1.23626
  • Zhang, D., Wang, M., & Wu, J. G. (2020). Design and Implementation of Augmented Reality for English Language Education. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Augmented Reality in Education (pp. 217–234). Springer International Publishing.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Nermin Punar Özçelik 0000-0001-8772-0075

Gonca Ekşi 0000-0003-3555-7258

Yayımlanma Tarihi 15 Mart 2024
Gönderilme Tarihi 10 Ekim 2022
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Punar Özçelik, N., & Ekşi, G. (2024). A Research into the Effect of Augmented Reality-Enhanced Storybook Reading on EFL Learners. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 20-40. https://doi.org/10.17240/aibuefd.2024..-1186759