The Impact of Blended Mobile Learning on EFL Students’ Vocabulary Development

Abstract

The study's objective is to examine the effects of Blended Mobile Learning (BML) on the vocabulary development of EFL preparatory students and their views of BML. As a mixed method study, it was conducted with 40 preparatory students at a state university in Turkey. While the control group studied vocabulary by reading texts only in the classroom by adhering to the textbook, the experimental group, in addition to the same instruction, was taught vocabulary outside the classroom in a virtual classroom opened through the Google Classroom application. A pre-test and a post-test were administered to the students to determine the impact of BML on their vocabulary development. The results of the tests were analyzed with SPSS program and the vocabulary development of groups was compared via an independent T-test. Additionally, a structured interview was done with the students of the experimental group to determine their views of BML. Students' responses were analyzed using the MAXQDA 2020 program with the method of content analysis. This research has led to the conclusion that BML, as a teaching method, strengthens the vocabulary development of the preparatory students and motivates them to learn vocabulary.

Keywords

• Blended learning
• vocabulary
• mobile devices
• mobile learning
• SAMR

Harmanlanmış Mobil Öğrenmenin EFL Öğrencilerinin Kelime Gelişimi Üzerindeki Etkisi

Öz

Çalışmanın amacı Harmanlanmış Mobil Öğrenmenin (BML) İngilizceyi yabancı dil olarak öğrenen hazırlık öğrencilerinin kelime gelişimi üzerindeki etkilerini ve BML'ye ilişkin görüşlerini incelemektir. Bir karma yöntem çalışması olarak, Türkiye'deki bir devlet üniversitesindeki 40 hazırlık öğrencisi ile gerçekleştirilmiştir. Kontrol grubuna kelimeler sadece sınıf içinde ders kitabına bağlı kalınarak okuma metinleri ile öğretilirken, deney grubuna aynı eğitime ek olarak sınıf dışında Google Classroom uygulamasında oluşturulan bir sanal sınıf üzerinden kelimeler öğretildi. BML'nin kelime dağarcığı gelişimine etkisini belirlemek için öğrencilere bir ön test ve bir son test uygulandı. Testlerin sonuçları SPSS programı ile analiz edildi ve grupların kelime gelişimi bağımsız bir T-testi ile karşılaştırıldı. Ayrıca deney grubu öğrencilerinin BML'ye ilişkin görüşlerini belirlemek amacıyla yapılandırılmış bir görüşme yapılmıştır. Öğrencilerin yanıtları MAXQDA 2020 programı kullanılarak içerik analizi yöntemiyle analiz edilmiştir. Bu araştırma ile bir öğretim yöntemi olarak BML'nin hazırlık öğrencilerinin kelime gelişimini güçlendirdiği ve kelime öğrenmek için onları motive ettiği sonucuna varılmıştır.

Anahtar Kelimeler

• Harmanlanmış öğrenme
• kelime
• mobil cihazlar
• mobil öğrenme
• SAMR

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