Araştırma Makalesi
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Dil Eğitiminde Dijitalleşme Yönelik Sistematik Bir Derleme Çalışması

Yıl 2022, Cilt: 42 Sayı: 1, 541 - 584, 28.04.2022

Emine Sur

https://doi.org/10.17152/gefad.948900
Cited By: 1

Öz

Bu çalışmada, dil eğitiminde dijital araçların kullanımına ilişkin yapılan araştırmalar belirlenen kategorilere göre (yöntem, çalışmanın gerçekleştirilme amacı, araştırma grubu, örneklem büyüklüğü, veri toplama aracı, veri analiz yöntemi) sınıflandırılmış ve öğrencilerin dil becerilerini edinmesinde dijital araçların etkisini tespit etmek amaçlanmıştır. Sistematik derleme yönteminin kullanıldığı araştırmada öncelikle alanyazın taraması yapılmış, 64 makale 82 tez olmak üzere toplam 146 çalışmaya ulaşılmıştır. 146 çalışma; yöntem, amaç, araştırma grubu, örneklem büyüklüğü, veri toplama aracı ve veri analiz yöntemine göre incelenmiştir. Yapılan incelemede dijital araçların dil edinimine etkisinin incelendiği çalışmaların önemli bir kısmının yabancı dil eğitiminde gerçekleştirildiği (%81.63), en çok nicel (%60.95) araştırma yönteminin kullanıldığı, çalışmaların önemli kısmında dijital araçların dil eğitimine entegrasyonuna ilişkin bilgi vermenin (%17.80) amaçlandığı, çoğunlukla 50-100 kişi aralığındaki (% 53.53) örneklemle çalışıldığı, en fazla üniversite (%64.64) öğrencilerinden örneklem seçildiği, veri toplama aracı olarak en fazla test (%53.90), veri analiz yöntemi olarak en fazla t testi (%65.04) kullanıldığı görülmektedir. Dijital araçların, bireylerin dil becerilerini edinmeleri üzerindeki etkisini belirlemek amacıyla ana dili eğitiminde 26, yabancı dil eğitiminde 52, dil eğitiminde ise 74 veri ile meta-analiz yapılmıştır. Dijitalleşmenin yabancı dil eğitimine etkisi geniş (0.80), ana dil eğitimine etkisi orta (0.46), dil eğitimine etkisi orta (0.63) düzeydedir. Yapılan alt grup analizlerine göre, dil eğitiminde dijitalleşme okul türüne göre istatistiksel olarak anlamlı farklılık yaratmazken araştırma türüne ve dil becerilerine göre anlamlı farklılık göstermektedir.

Anahtar Kelimeler

Ana dil eğitimi Yabancı dil eğitimi Sayısallaştırma Meta-analiz

Kaynakça

  • Alkan, I. and Bayri, N. (2017). A meta-analysis study on the relationship between motivation to learn science and science achievement. Journal of Dicle University Ziya Gökalp Education Faculty, 32, 865-874.
  • Annamalai, N. (2019). The use of web 2.0 technology tools and beyond in enhancing task based language learning: a case study. The English Teacher, 48 (1), 29-44. Retrieved from http://journals.melta.org.my.
  • Ashraf, H., Motlaghb, F. G. and Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Social and Behavioral Sciences 98, 286-291.
  • Ateş, M. and Sur, E. (2020). Digitization and digital literacy in education. C. Aslan ve G. Çalışkan (Editör). Turkish Education in the Process of Distance Education. Ankara: Pegem Publishing.
  • Baltacı, A. (2017). Nitel veri analizinde miles-huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (AEÜSBED), 3 (1), 1- 15.
  • Camnalbur, M. (2008). A meta-analysis study on the effectiveness of computer assisted instruction. Unpublished master's thesis, Marmara University, Istanbul.
  • Çalık, M. and Wiyarsi, A. (2021). A Systematic review of the research papers on chemistry-focused socioscientific issues. Journal of Baltic Science Education, 20 (3), 360-372.
  • Çolak, I., Türkkaş Anasız, B., Yorulmaz, Y. I. & Duman, A. (2019). The critical thinking tendencies of pre-service teachers by gender, effect of grade level, parent educational status variables analysis: a meta-analysis study. E-International Journal of Educational Research, 10 (1), 67-86. DOI: 10.19160/ijer.541861.
  • Dinçer, S. (2014). Introduction to meta-analysis. Anı Publishing.
  • Doğan, Y. & Baştuğ, M. (2020). The effectiveness of the strategies used in the development of reading comprehension: a meta-analysis study. Journal of Educational Theory and Practice Research, 6 (2), 199-216.
  • Gider, B. (2019). The effect of individual and collaborative digital storytelling practices on the writing performance and language development of gifted students. Master's thesis, Kırklareli University, Kırklareli.
  • Higgins, J.P.T. and Green, S. (2011). (Eds.), Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0, The Cochrane Collaboration.
  • Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning, 26 (3), 197-213. DOI: 10.1080/09588221.2011.649485.
  • Huffstetter, M., King, J. R., Onwuegbuzie, A. J., Schneider, J. J. and Powell-Smith, K. A. (2010). Effects of a computer-based early reading program on the early reading and oral language skills of at-risk preschool children. Journal of Education for Students Placed at Risk, 15 (4), 279-298. DOI: 10.1080/10824669.2010.532415.
  • Hung, S. T. A. & Huang, H. T. D. (2015). Video blogging and English presentation performance: A pilot study. PsychologicalRreports, 117 (2), 614-630.
  • Imam, S., Mulyana, A. & Karsiyah (2020). Applying digital storytelling to improve Indonesian high school students’ visual memory and writing skill. English Review: Journal of English Education, 8 (2), 255-264. doi: 10.25134/erjee.v8i2.2987.
  • Karaçam, Z. (2013). Systematic review methodology: a guide to preparing systematic reviews. Dokuz Eylul University Faculty of Nursing Electronic Journal, 6 (1), 26-33.
  • Karalök, F. S. (2020). The effect of using digital stories on reading motivation in teaching Turkish as a foreign language. Master's thesis, Nevşehir University, Nevşehir.
  • Mayo, J. J. T. (2015). Improving speaking skills through the use of a blog Available from. Master’s thesis, Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato. http://repositori.uji.es/xmlui/
  • McKeown, M. G., Crosson, A., C., Moore, D., W. and Beck, I. L. (2018). Word knowledge and comprehension effects on an academic vocabulary ıntervention for middle school students. American Educational Research Journal, 55 (3), 572-616. https://doi.org/10.3102/0002831217744181.
  • Naba’h, A. A., Hussain, J., Al Omeri, A. and Shdeifat, S. (2009). The effect of computer assisted language learning in teaching English grammar on the achievement of secondary students in Jordan. The International Arab Journal of Information Technology, 6 (4), 431-439.
  • Özçelik, D.A. (1998). Quantification and consideration. Ankara.
  • Parmaxi, A. & Zaphiris, P. (2016). Web 2.0 in computer-assisted language learning: a research synthesis and implications for instructional design and educational practice. Interactive Learning Environments, 25 (6), 1-13. DOI: 10.1080/10494820.2016.1172243.
  • Prensky, M. (2001). Digital natives, digital ımmigrants. From On the Horizon, MCB University, 9 (5), 1-6.
  • Sarıman, G. (2016). The effect of computer aided education on word stressing skills in teaching Turkish as a foreign language. Master's thesis, Muğla Sıtkı Koçman University, Muğla.
  • Selçuk, Z. and Palancı, M. (2014). Trends of research published in the journal education and science: content analysis. Education and Science, 39 (173), 430-453.
  • Seljan, S., Berger, N. and Dovedan, Z. (2004). Computer-assisted language learning (CALL). Proceedings of the 27th International Convention MIPRO 2004: MEET+HGS, 2004 (262- 266), Rijeka: Liniavera.
  • Sharifi, M., Rostami AbuSaeedi, A., Jafarigohar, M., and Zandi, B. (2018). Retrospect and prospect of computer assisted English language learning: a meta-analysis of the empirical literature. Computer Assisted Language Learning, 31 (4), 413–436. https://doi.org/10.1080/09588221.2017.1412325.
  • Tahriri, A., Tous, M. D. and MovahedFar, S. (2015). The impact of digital storytelling on EFL learners' oracy skills and motivation. International Journal of Applied Linguistics & English Literature, 4 (3), 144-153.
  • Topbaş, A. (2009). Computer-assisted teaching of the past simple and past participle forms of Englısh irregular verbs. Master’s thesis, Muğla University, Muğla.
  • Uslu, A. (2019). The effect of collaborative digital storytelling on primary school 4th grade students' creative writing and social emotional learning skills. Master's thesis, Celal Bayar University, Manisa.
  • Yıldırım, A. and Şimşek, H. (2011). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.

A Systematic Compilation Study on Digitalization in Language Education*

Yıl 2022, Cilt: 42 Sayı: 1, 541 - 584, 28.04.2022

Emine Sur

https://doi.org/10.17152/gefad.948900
Cited By: 1

Öz

Bu çalışmada, dil eğitiminde dijital araçların kullanımına ilişkin yapılan araştırmalar belirlenen kategorilere göre (yöntem, çalışmanın gerçekleştirilme amacı, araştırma grubu, örneklem büyüklüğü, veri toplama aracı, veri analiz yöntemi) sınıflandırılmış ve öğrencilerin dil becerilerini edinmesinde dijital araçların etkisini tespit etmek amaçlanmıştır. Sistematik derleme yönteminin kullanıldığı araştırmada öncelikle alanyazın taraması yapılmış, 64 makale 82 tez olmak üzere toplam 146 çalışmaya ulaşılmıştır. 146 çalışma; yöntem, amaç, araştırma grubu, örneklem büyüklüğü, veri toplama aracı ve veri analiz yöntemine göre incelenmiştir. Yapılan incelemede dijital araçların dil edinimine etkisinin incelendiği çalışmaların önemli bir kısmının yabancı dil eğitiminde gerçekleştirildiği (%81.63), en çok nicel (%60.95) araştırma yönteminin kullanıldığı, çalışmaların önemli kısmında dijital araçların dil eğitimine entegrasyonuna ilişkin bilgi vermenin (%17.80) amaçlandığı, çoğunlukla 50-100 kişi aralığındaki (% 53.53) örneklemle çalışıldığı, en fazla üniversite (%64.64) öğrencilerinden örneklem seçildiği, veri toplama aracı olarak en fazla test (%53.90), veri analiz yöntemi olarak en fazla t testi (%65.04) kullanıldığı görülmektedir. Dijital araçların, bireylerin dil becerilerini edinmeleri üzerindeki etkisini belirlemek amacıyla ana dili eğitiminde 26, yabancı dil eğitiminde 52, dil eğitiminde ise 74 veri ile meta-analiz yapılmıştır. Dijitalleşmenin yabancı dil eğitimine etkisi geniş (0.80), ana dil eğitimine etkisi orta (0.46), dil eğitimine etkisi orta (0.63) düzeydedir. Yapılan alt grup analizlerine göre, dil eğitiminde dijitalleşme okul türüne göre istatistiksel olarak anlamlı farklılık yaratmazken araştırma türüne ve dil becerilerine göre anlamlı farklılık göstermektedir.

Anahtar Kelimeler

Native language education Foreign language education Digitization Meta-analysis

Kaynakça

  • Alkan, I. and Bayri, N. (2017). A meta-analysis study on the relationship between motivation to learn science and science achievement. Journal of Dicle University Ziya Gökalp Education Faculty, 32, 865-874.
  • Annamalai, N. (2019). The use of web 2.0 technology tools and beyond in enhancing task based language learning: a case study. The English Teacher, 48 (1), 29-44. Retrieved from http://journals.melta.org.my.
  • Ashraf, H., Motlaghb, F. G. and Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Social and Behavioral Sciences 98, 286-291.
  • Ateş, M. and Sur, E. (2020). Digitization and digital literacy in education. C. Aslan ve G. Çalışkan (Editör). Turkish Education in the Process of Distance Education. Ankara: Pegem Publishing.
  • Baltacı, A. (2017). Nitel veri analizinde miles-huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (AEÜSBED), 3 (1), 1- 15.
  • Camnalbur, M. (2008). A meta-analysis study on the effectiveness of computer assisted instruction. Unpublished master's thesis, Marmara University, Istanbul.
  • Çalık, M. and Wiyarsi, A. (2021). A Systematic review of the research papers on chemistry-focused socioscientific issues. Journal of Baltic Science Education, 20 (3), 360-372.
  • Çolak, I., Türkkaş Anasız, B., Yorulmaz, Y. I. & Duman, A. (2019). The critical thinking tendencies of pre-service teachers by gender, effect of grade level, parent educational status variables analysis: a meta-analysis study. E-International Journal of Educational Research, 10 (1), 67-86. DOI: 10.19160/ijer.541861.
  • Dinçer, S. (2014). Introduction to meta-analysis. Anı Publishing.
  • Doğan, Y. & Baştuğ, M. (2020). The effectiveness of the strategies used in the development of reading comprehension: a meta-analysis study. Journal of Educational Theory and Practice Research, 6 (2), 199-216.
  • Gider, B. (2019). The effect of individual and collaborative digital storytelling practices on the writing performance and language development of gifted students. Master's thesis, Kırklareli University, Kırklareli.
  • Higgins, J.P.T. and Green, S. (2011). (Eds.), Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0, The Cochrane Collaboration.
  • Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning, 26 (3), 197-213. DOI: 10.1080/09588221.2011.649485.
  • Huffstetter, M., King, J. R., Onwuegbuzie, A. J., Schneider, J. J. and Powell-Smith, K. A. (2010). Effects of a computer-based early reading program on the early reading and oral language skills of at-risk preschool children. Journal of Education for Students Placed at Risk, 15 (4), 279-298. DOI: 10.1080/10824669.2010.532415.
  • Hung, S. T. A. & Huang, H. T. D. (2015). Video blogging and English presentation performance: A pilot study. PsychologicalRreports, 117 (2), 614-630.
  • Imam, S., Mulyana, A. & Karsiyah (2020). Applying digital storytelling to improve Indonesian high school students’ visual memory and writing skill. English Review: Journal of English Education, 8 (2), 255-264. doi: 10.25134/erjee.v8i2.2987.
  • Karaçam, Z. (2013). Systematic review methodology: a guide to preparing systematic reviews. Dokuz Eylul University Faculty of Nursing Electronic Journal, 6 (1), 26-33.
  • Karalök, F. S. (2020). The effect of using digital stories on reading motivation in teaching Turkish as a foreign language. Master's thesis, Nevşehir University, Nevşehir.
  • Mayo, J. J. T. (2015). Improving speaking skills through the use of a blog Available from. Master’s thesis, Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato. http://repositori.uji.es/xmlui/
  • McKeown, M. G., Crosson, A., C., Moore, D., W. and Beck, I. L. (2018). Word knowledge and comprehension effects on an academic vocabulary ıntervention for middle school students. American Educational Research Journal, 55 (3), 572-616. https://doi.org/10.3102/0002831217744181.
  • Naba’h, A. A., Hussain, J., Al Omeri, A. and Shdeifat, S. (2009). The effect of computer assisted language learning in teaching English grammar on the achievement of secondary students in Jordan. The International Arab Journal of Information Technology, 6 (4), 431-439.
  • Özçelik, D.A. (1998). Quantification and consideration. Ankara.
  • Parmaxi, A. & Zaphiris, P. (2016). Web 2.0 in computer-assisted language learning: a research synthesis and implications for instructional design and educational practice. Interactive Learning Environments, 25 (6), 1-13. DOI: 10.1080/10494820.2016.1172243.
  • Prensky, M. (2001). Digital natives, digital ımmigrants. From On the Horizon, MCB University, 9 (5), 1-6.
  • Sarıman, G. (2016). The effect of computer aided education on word stressing skills in teaching Turkish as a foreign language. Master's thesis, Muğla Sıtkı Koçman University, Muğla.
  • Selçuk, Z. and Palancı, M. (2014). Trends of research published in the journal education and science: content analysis. Education and Science, 39 (173), 430-453.
  • Seljan, S., Berger, N. and Dovedan, Z. (2004). Computer-assisted language learning (CALL). Proceedings of the 27th International Convention MIPRO 2004: MEET+HGS, 2004 (262- 266), Rijeka: Liniavera.
  • Sharifi, M., Rostami AbuSaeedi, A., Jafarigohar, M., and Zandi, B. (2018). Retrospect and prospect of computer assisted English language learning: a meta-analysis of the empirical literature. Computer Assisted Language Learning, 31 (4), 413–436. https://doi.org/10.1080/09588221.2017.1412325.
  • Tahriri, A., Tous, M. D. and MovahedFar, S. (2015). The impact of digital storytelling on EFL learners' oracy skills and motivation. International Journal of Applied Linguistics & English Literature, 4 (3), 144-153.
  • Topbaş, A. (2009). Computer-assisted teaching of the past simple and past participle forms of Englısh irregular verbs. Master’s thesis, Muğla University, Muğla.
  • Uslu, A. (2019). The effect of collaborative digital storytelling on primary school 4th grade students' creative writing and social emotional learning skills. Master's thesis, Celal Bayar University, Manisa.
  • Yıldırım, A. and Şimşek, H. (2011). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Emine Sur 0000-0002-6594-8885

Yayımlanma Tarihi 28 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 42 Sayı: 1

Kaynak Göster

APA Sur, E. (2022). A Systematic Compilation Study on Digitalization in Language Education*. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(1), 541-584. https://doi.org/10.17152/gefad.948900
AMA Sur E. A Systematic Compilation Study on Digitalization in Language Education*. GEFAD. Nisan 2022;42(1):541-584. doi:10.17152/gefad.948900
Chicago Sur, Emine. “A Systematic Compilation Study on Digitalization in Language Education*”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42, sy. 1 (Nisan 2022): 541-84. https://doi.org/10.17152/gefad.948900.
EndNote Sur E (01 Nisan 2022) A Systematic Compilation Study on Digitalization in Language Education*. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 1 541–584.
IEEE E. Sur, “A Systematic Compilation Study on Digitalization in Language Education*”, GEFAD, c. 42, sy. 1, ss. 541–584, 2022, doi: 10.17152/gefad.948900.
ISNAD Sur, Emine. “A Systematic Compilation Study on Digitalization in Language Education*”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42/1 (Nisan 2022), 541-584. https://doi.org/10.17152/gefad.948900.
JAMA Sur E. A Systematic Compilation Study on Digitalization in Language Education*. GEFAD. 2022;42:541–584.
MLA Sur, Emine. “A Systematic Compilation Study on Digitalization in Language Education*”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 42, sy. 1, 2022, ss. 541-84, doi:10.17152/gefad.948900.
Vancouver Sur E. A Systematic Compilation Study on Digitalization in Language Education*. GEFAD. 2022;42(1):541-84.

Cited By

Effectiveness of learner-centered methods in elevating positive attitudes towards English: Meta-analysis study
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https://doi.org/10.19128/turje.1283335
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