Meslek Yüksekokullarında Yabancı Dil Öğrenimi için Android Tabanlı Mobil Uygulama Yazılımı: Vocational English

Yıl 2022, Cilt: 11 Sayı: 1, 1 - 12, 24.03.2022

Volkan Sözeri Coşkun Harmanşah Volkan Usanmaz

https://doi.org/10.17798/bitlisfen.835827

Öz

Uzaktan eğitim ve e-öğrenmenin ortak bir sonucu olan mobil öğrenme, öğrenenin eğitim içeriğine zaman ve mekandan bağımsız erişebildiği hızlı bir öğrenme şeklidir. Eğitimde, mobil öğrenmenin öne çıktığı ve yoğun olarak kullanıldığı alanlardan biri de yabancı dil eğitimidir. Bu çalışmada, Meslek Yüksekokullarının eğitim planlarında yer alan Yabancı Dil ve Mesleki Yabancı Dil derslerini ayrıca bireysel yabancı dil öğrenimini desteklemek amacıyla Vocational English mobil uygulaması geliştirilmiştir. Uygulamayı kullananlara, birden fazla yabancı dil becerisini kazandırmak için mobil uygulamada her konu içerisinde metin temelli açıklamalar, örnekler ve sesli anlatım araçları bulunmaktadır. Mobil uygulamanın değerlendirilmesi ve yabancı dil öğrenimine etkisini ortaya çıkarmak amacıyla meslek yüksekokulu öğrencilerine bir anket uygulanmıştır. Anket sonuçları, geliştirilen mobil uygulamayı kullanan öğrencilerin; konu anlatım, örnek açıklamalar ve test modüllerin değerlendirilmesine yönelik anket sorularına ortalama %70 oranında ve uygulamanın amacına uygun hazırlandığına yönelik soruya %86 oranında olumlu görüş bildirdiklerini ortaya koymaktadır.

Anahtar Kelimeler

Mobil Yabancı Dil Öğrenme Yazılımı, Bireysel Yabancı Dil Öğrenme, Android

Android based Mobile Application Software for Foreign Language Learning in Vocational Higher Schools: Vocational English

Öz

Mobile learning is a common result of distance education and e-learning, which the learner can access learning content regardless of time and place. Foreign Language education has an intensively used and grant a prior rank in distance learning. With this study, a Vocational English mobile application was developed in order to support the Foreign Language and Vocational Foreign Language courses included in the education plan of Vocational Schools as well as individual foreign language learning. In order to gain more skills to the learners, there are text-based with explanations, examples and audio narration tools within each subject in the mobile application. A questionary survey is conducted with the students of Higher Vocational School to examine and to evaluate for mobile application and the its effects of learning of foreign language. The results of the survey, the %70 of students using this mobile application answered that the test modules, the topics and the examples are appropriate and %86 expressed the application is prepared in accordance with the purpose.

Anahtar Kelimeler

Mobile Foreign Language Learning Software, Self-study Foreign Language Learning, Android

Kaynakça

• [1] Graham C., Robinson R. 2007. Realizing the Transformational Potential of Blended Learning: Comparing Cases of Transforming Blends and Enhancing Blends in Higher Education. In A. G. Picciano & C. Dzuiban (Eds.), Blended Learning: Research Perspectives. Needham, MA: The Sloan Consortium, 83-110.
• [2] Salomon G. 2002. Technology and Pedagogy: Why don’t We See the Promised Revolution? Educational Technology, 42(2), 71–75.
• [3] Kerres M., Witt C. 2003. A Didactical Framework for the Design of Blended Learning Arrangements. Journal of Educatinol Media, Carfax Publishing, 28(2-3), 101-113, doi: /10.1080/1358165032000165653.
• [4] Ünsal H. 2004. Web Destekli Eğitim, Elektronik Öğrenme ve Web Destekli Öğretim Programlarındaki Çeşitli Ders Modelleri. Türk Eğitim Bilimleri Dergisi, 2(3), 375-388 (in Turkish).
• [5] Seppala P., Alamaki H. 2003. Mobile Learning in Teacher Training. Journal of Computer Assisted Learning, 19, 330-335.
• [6] Bull S., Reid E. 2004. Individualised Revision Material for Use on a Handheld Computer. In J. Attewell & C. Savill-Smith (Eds.), Mobile Learning Anytime Anywhere. London: Learning and Skills Development Agency, 35-42.
• [7] Virvou M., Alepis E. 2005. Mobile Educational Features in Authoring Tools for Personalized Tutoring. Computers and Education, 44, 53–68.
• [8] Mcconatha D., Praul M., Lynch M. J. 2008. Mobile Learning in Higher Education: An Empirical Assessment of a New Educatıonal Tool, The Turkish Online Journal of Educational Technology, 7(3).
• [9] Yi C.C., Liao W.P., Huang C.F., Hwang I.H. 2010. Acceptance of Mobile Learning: A Respecification and Validation of Information System Success. International Journal of Human and Social Sciences, 5(7).
• [10] Rosman P. 2008. M-learning-as a Paradigm of New Forms in Education, E+M Ekonomie a Management, 1, 119-125.
• [11] Ellis K. 2003. Moving Into m-Learning. Training, 40(10), 12-15.
• [12] Laurillard, D., Pachler, N., 2007. Pedagogical Forms of Mobile Learning: Framing Research Questions, In N. Pachler (Ed.), Mobile Learning: Towards a Research Agenda, London: WLE Centre, IOE, 33-54.
• [13] Rau P.L.P., Gao Q., Wu L.M. 2008. Using Mobile Communication Technology in High School Education: Motivation, Pressure, and Learning Performance. Computers & Education, 50, 1-22, doi: /10.1016/j.compedu.2006.03.008.
• [14] Ozdamli F., Cavus N. 2011. Basic Elements and Characteristics of Mobile Learning, Procedia - Social and Behavioral Sciences, 28, 937-942.
• [15] Liaw S.S., Hatala M., Huang H.M. 2010, Investigating Acceptance Toward Mobile Learning to Assist Individual Knowledge Management: Based on Activity Theory Approach, Computers & Education, 54(2), 446-454.
• [16] Ogata H., Saito N.A. Paredes R.G., Martin G.A.S., Yano Y. 2008. Supporting Classroom Activities with the BSUL System. Educational Technology and Society, 11(1), 1–16.
• [17] Motiwalla L.F. 2007. Mobile Learning: A Framework and Evaluation, Computers and Education, 49(3), 581-596.
• [18] Wu P.-H., Hwang G.-J., Tsai W.-H. 2013. An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities. Educational Technology & Society, 16 (4), 217–230.
• [19] Looi C.K., Wong L.H., So H.J., Seow P., Toh Y., Chen W., Zhang B., Norris C., Soloway E. 2009. Anatomy of a Mobilized Lesson: Learning My Way, Computers & Education, 53(4), 1120-1132.
• [20] Zaki A.A., Yunus M.M. 2015. Potential of Mobile Learning in Teaching of ESL Academic Writing. English Language Teaching, 8, 11–19.
• [21] Wu W.H., Jim W H., Chen C. Y., Kao H. Y., Lin C. H., Huang S. H. 2012. An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities. Educational Technology & Society
• [22] Solmaz M., Uğur A., Özonur M. 2018. Grafik ve Animasyon 1 Dersinde Kullanılan Mobil QuizGame Uygulamasına Yönelik Öğrenci Görüşleri . Journal of Theoretical Educational Science , 11 (3) , 507-521 (in Turkish), doi: 10.30831/akukeg.324192
• [23] Sung Y.T., Chang K.E., Yang J.M. 2015. How Effective are Mobile Devices for Language Learning? A Meta-Analysis. Educational Research Review, 16, 68–84.
• [24] Agca R.K., Özdemir S. 2013. Foreign Language Vocabulary Learning with Mobile Technologies. Procedia-Social and Behavioral Sciences, 83, 781-785.
• [25] Wu Q. 2015. Designing a Smartphone App to Teach English (L2) Vocabulary. Comput. Educ., 85, 170–179.
• [26] Serengil U. 2007. Yabancı Dil Öğrenmenin Önemi ve Gerekliliği. ABMYO Dergisi, 7, 65-80 (in Turkish).
• [27] Çelik Ö., Yavuz F. 2018. An Extensive Review of Literature on Teaching Vocabulary Through Mobile Applications, Bilecik Şeyh Edebali University Journal of Social Sciences Institute, 3(1), 56-91.
• [28] Chinnery G. 2006. Emerging Technologies – Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9–16.
• [29] Önal N., Çevik K.K., Şenol V. 2019. The Effect of SOS Table Learning Environment on Mobile Learning Tools Acceptance, Motivation and Mobile Learning Attitude in ENGLİSH Language Learning, Interactive Learning Environments, doi: 10.1080/10494820.2019.1690529.
• [30] Hsu C.K. , Hwang G.J., Chang C.K. 2013. A Personalized Recommendation-based Mobile Learning Approach to Improving the Reading Performance of EFL Students. Computers & Education. 63(1), 327-336.
• [31] Lin C. 2014. Learning English Reading in a Mobile-assisted Extensive Reading Program. Computers & Education, 78, 48-59.
• [32] Wang Y. 2017. Integrating Self-paced Mobile Learning into Language Instruction: Impact on Reading Comprehension and Learner Satisfaction, Interactive Learning Environments, 25(3), 397-411, doi: 10.1080/10494820.2015.1131170
• [33] Zaki A.A., Yunus M.M. 2015. Potential of Mobile Learning in Teaching of ESL Academic Writing. English Language Teaching, 8, 11–19.
• [34] Chen Y., Carger C.L., Smith T.J. 2017. Mobile-assisted Narrative Writing Practice for Yourng English Language Learners From a Funds of Knowledge Approach. Language Learning & Technology, 21(1), 28-41.
• [35] Segaran K., Ali A.Z.M., Hoe T.W. 2014. Usability and User Satisfaction of 3D Talking-head MALL App for Non-native Speakers”. ProcediaSocial & Behavioral Sciences, 131, 4-10.
• [36] Kuşçu E. 2017. Yabancı Dil Öğretimi/Öğreniminde Görsel Ve İşitsel Araçları Kullanmanın Önemi. The Journal of Academic Social Science, 5(43), 213-224 (in Turkish).