Araştırma Makalesi
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ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: iNGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ

Yıl 2021, , 144 - 160, 30.04.2021
https://doi.org/10.17679/inuefd.783325

Öz

Bu araştırmanın amacı ergenlerin mobil teknolojilerin, WhatsApp, dil sınıflarında kullanımına yönelik tutumlarını belirlemektir. Mobil teknolojiler sosyal medyayı da içermektedir ve tüm dünyada insanların hayatları üzerinde büyük bir etkiye sahiptir. Her geçen gün daha fazla sayıda öğrenci zamanının büyük bir bölümünü Facebook, Instagram, YouTube ve WhatsApp gibi sosyal medya siteleri üzerinde geçirmektedir. Sosyal medya araçlarının gündelik hayatın kaçınılmaz bir parçası haline gelmesiyle araştırmacılar bu araçların eğitimde kullanımını incelemeye başladılar. Bu araştırmalar ile yabancı dil eğitimine yönelik alanyazında Mobil Destekli Dil Öğrenimi (MALL), Mobil İngiliz Dili Öğrenimi (MELL) gibi yeni kavramlar girmeye başladı. Sosyal medya araçlarının İngilizce dil eğitimindeki olası faydalarını ve öğrencilerin bu araçlarda geçirdikleri zamanı göz önünde bulundurarak bu araştırma İngilizce derslerinin desteklenmesinde ergenlerin sosyal medyaya özellikle WhatsApp'a ilişkin tutumlarını . belirlemeyi amaçlamaktadır. Araştırmanın örneklemini Türkiye'de bir özel okulda mobil teknolojilere aşina olan 50 lise öğrencisi oluşturmaktadır. Karma araştırma yöntemiyle tanımlayıcı araştırmadan yararlanılmıştır. Ergenler için özellikle geliştirilmiş 5'li Likert tipinde sosyal medya tutum ölçeği ve yarı-yapılandırılmış görüşme tekniği kullanılmıştır. Araştırmanın sonunda negatif bulgulara rastlansa da, öğrencilerin İngilizce derslerinde destekleyici bir araç olarak sosyal medya kullanımına, özellikle WhatsApp'a, yönelik tutumlarının olumlu olduğu bulunmuştur.

Kaynakça

  • Aljaad, N.H.M. (2017). WhatsApp for Educational Purposes for Female Students at College of Education – King Saud University. Education, 137(3), 344-366.
  • Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners. Advances in Language and Literary Studies, 7(5), 112-127. Aşıksoy, G. (2018). ELT Students’ Attitudes and Awareness Towards the Use of Web 2.0 Technologies for Language Learning. Journal of Language and Linguistic Studies, 14(2), 240-251.
  • Avci, H., & Adiguzel, T. (2017). A case study on mobile-blended collaborative learning in an English as a foreign language (EFL) context. International Review of Research in Open and Distributed Learning, 18(7).
  • Bouhnik, D., Deshen, M., & Gan, R. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13(1), 217-231.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (Geliştirilmiş 11. baskı). Ankara: Pegem Akademi.
  • Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management & E-Learning: An International Journal, 4(1), 97-101.
  • Chugh, R., & Joshi, M. (2017). Challenges of knowledge management amidst rapidly evolving tools of social media. In Chugh, R (ed), Harnessing Social Media as a Knowledge Management Tool, IGI Global, 299–314, doi: 10.4018/978-1-5225-0495-5.ch014.
  • Cohen, L. M., & Manion, L. (2001). l. & Morrison, K.(2007). Research methods in education, 6.
  • Çetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514.
  • Darghan, D., & Strommer, A. (2018). Cell phone usage and academic performance: An experiment. Computers & Education, 117, 175–187. doi: 10.1016/ j.compedu. 2017.10.006. Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249-1258.
  • Hassan Taj, I., Ali, F., Sipra, M.A., & Ahmad, W. (2017). Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners. International Journal of Applied Linguistics & English Literature, 6(3), 262-272.
  • Hoi, V. N. (2020). Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach. Computers & Education, 146, 103761.
  • Hong, K. S., Lai, K. W., & Holton, D. (2001). Web based learning environments: Observations from a web based course in a Malaysian context. Australasian Journal of Educational Technology, 17(3).
  • Ince, M., & Akdemir, Ö. (2013). The investigations of using web 2.0 technologies on English writing skills of students with different learning styles. Eurasian Journal of Educational Research, 53, 93-106.
  • Kartal, G. (2019). What’s up with WhatsApp? A Critical Analysis of Mobile Instant Messaging Research in Language Learning. International Journal of Contemporary Educational Research, 6(2), 352-365.
  • Keleş, U. (2013). The perceptions of ELT students about the use of Web 2.0 tools, particularly wikis, in their future language classrooms (Doctoral dissertation), Bilkent University, Ankara.
  • Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction forEnglish learners. Language Learning & Technology, 23(2), 43–64.
  • Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language Learning & Technology, 17(3), 135-156.
  • Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707.
  • Nitza, D., & Roman, Y. (2016). WhatsApp Messaging: Achievements and Success in Academia. International Journal of Higher Education, 5(4), 255-261.
  • Otrar, M., & Argın, F. S. (2015). Öğrencilerin sosyal medyaya ilişkin tutumlarını belirlemeye yönelik bir ölçek geliştirme çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 4(1), 391-403.
  • Ozturk, L. (2019). Functions and role of social media networks in learning a foreign language: A case study.
  • Rabab’ah, G. A., Rabab’ah, B. B. & Suleiman, N. A. (2016). Instant messaging language in Jordanian female school students’ writing. Teaching English with Technology, 16(2), 116-142.
  • Shahbaz, M., & Khan, R.M.I. (2017). Use of Mobile Immersion in Foreign Language Teaching to Enhance Target Language Vocabulary Learning. MIER Journal of Educational Studies, Trends, & Practices, 7(1), 66-82.
  • Statista (2020). https://www.statista.com/statistics/272014/global-social-networks-ranked-by-number-of-users/. Retrieved on 20.02.2020.
  • Steel, C. (2015). Students’ perspectives on the affordances and constraints of using mobile devices and applications for learning languages. WorldCALL: Sustainability and computer-assisted language learning. New York: Bloomsbury, 230-243.
  • Sundgren, M. (2017). Blurring time and place in higher education with bring your own device applications: a literature review. Education and Information Technologies, 22, 3081–3119. doi: 10.1007/s10639017-9576-3.
  • Şahan, Ö., Çoban, M., & Razı, S. (2016). Students learn English idioms through WhatsApp: Extensive use of smartphones. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1230-1251.
  • Şahin Kızıl, A. (2017). Exploring EFL Learners’ use of WEB 2.0 tools: Preliminary Findings. Pamukkale University Journal of Social Sciences Institute/Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (27).
  • Wang, Y. H., & Shih, S. K. H. (2015). Mobile-assisted language learning: Effects on EFL vocabulary learning. International Journal of Mobile Communications, 13(4), 358-375.
  • Wijaya, A. (2018). Students’responses toward the Use of Whatsapp in Learning. Teaching and Learning English in Multicultural Contexts (TLEMC), 2(1).
  • Yıldırım, Ş. (2006). Yıldırım A. & Şimşek H.(2006). Sosyal bilimlerde nitel araştırma yöntemleri, 5.
  • Yurdagül, C., & Öz, S. (2018). Attitude towards Mobile Learning in English Language Education. Education Sciences, 8(3), 142.
  • Zincir, O. (2017). Knowledge workers’ social media usage as a personal knowledge management tool. In Harnessing Social Media as a Knowledge Management Tool, IGI Global, 108– 124, doi: 10.4018/978-1-5225-0495-5.ch006

TEENAGERS' ATTITUDES TO MOBILE TECHNOLOGIES: A WHATSAPP EXAMPLE IN ENGLISH CLASSES

Yıl 2021, , 144 - 160, 30.04.2021
https://doi.org/10.17679/inuefd.783325

Öz

The aim of this study is to investigate teenagers’ attitudes towards the use of mobile technologies, namely WhatsApp, in language classroom. Mobile technologies include social media tools and they have a great influence on people’s lives all over the world. More and more students are spending a great amount of time on social media sites like Facebook, Instagram, Youtube and WhatsApp. With social media tools’ becoming an inevitable part of everyday life, researchers have started to investigate their use in education with many studies. With these studies in foreign language education new terms such as Mobile Assisted Language Learning (MALL) and Mobile English Language Learning (MELL) have entered in the literature. Considering the potential benefits of social media tools in English language education and the amount of time students spend on using them, this study was carried out to explore teenagers’ opinions about social media, particularly WhatsApp, to support their English lessons. The sample of the study consisted of 50 high school students who were all familiar with mobile technology tools at a private school in Turkey. Descriptive study was selected as a research method and mixed-method research design was used. A 5 point Likert-type survey specifically developed for teenagers and semi-structured interviews were employed in the study. At the end of the study, although there were also some negative remarks, it was found that students have a positive attitude towards the use of social media, namely WhatsApp, as a supporting tool in English language classroom.

Kaynakça

  • Aljaad, N.H.M. (2017). WhatsApp for Educational Purposes for Female Students at College of Education – King Saud University. Education, 137(3), 344-366.
  • Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners. Advances in Language and Literary Studies, 7(5), 112-127. Aşıksoy, G. (2018). ELT Students’ Attitudes and Awareness Towards the Use of Web 2.0 Technologies for Language Learning. Journal of Language and Linguistic Studies, 14(2), 240-251.
  • Avci, H., & Adiguzel, T. (2017). A case study on mobile-blended collaborative learning in an English as a foreign language (EFL) context. International Review of Research in Open and Distributed Learning, 18(7).
  • Bouhnik, D., Deshen, M., & Gan, R. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13(1), 217-231.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (Geliştirilmiş 11. baskı). Ankara: Pegem Akademi.
  • Chartrand, R. (2012). Social networking for language learners: Creating meaningful output with Web 2.0 tools. Knowledge Management & E-Learning: An International Journal, 4(1), 97-101.
  • Chugh, R., & Joshi, M. (2017). Challenges of knowledge management amidst rapidly evolving tools of social media. In Chugh, R (ed), Harnessing Social Media as a Knowledge Management Tool, IGI Global, 299–314, doi: 10.4018/978-1-5225-0495-5.ch014.
  • Cohen, L. M., & Manion, L. (2001). l. & Morrison, K.(2007). Research methods in education, 6.
  • Çetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514.
  • Darghan, D., & Strommer, A. (2018). Cell phone usage and academic performance: An experiment. Computers & Education, 117, 175–187. doi: 10.1016/ j.compedu. 2017.10.006. Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills. Computer Assisted Language Learning, 29(8), 1249-1258.
  • Hassan Taj, I., Ali, F., Sipra, M.A., & Ahmad, W. (2017). Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners. International Journal of Applied Linguistics & English Literature, 6(3), 262-272.
  • Hoi, V. N. (2020). Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach. Computers & Education, 146, 103761.
  • Hong, K. S., Lai, K. W., & Holton, D. (2001). Web based learning environments: Observations from a web based course in a Malaysian context. Australasian Journal of Educational Technology, 17(3).
  • Ince, M., & Akdemir, Ö. (2013). The investigations of using web 2.0 technologies on English writing skills of students with different learning styles. Eurasian Journal of Educational Research, 53, 93-106.
  • Kartal, G. (2019). What’s up with WhatsApp? A Critical Analysis of Mobile Instant Messaging Research in Language Learning. International Journal of Contemporary Educational Research, 6(2), 352-365.
  • Keleş, U. (2013). The perceptions of ELT students about the use of Web 2.0 tools, particularly wikis, in their future language classrooms (Doctoral dissertation), Bilkent University, Ankara.
  • Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction forEnglish learners. Language Learning & Technology, 23(2), 43–64.
  • Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language Learning & Technology, 17(3), 135-156.
  • Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707.
  • Nitza, D., & Roman, Y. (2016). WhatsApp Messaging: Achievements and Success in Academia. International Journal of Higher Education, 5(4), 255-261.
  • Otrar, M., & Argın, F. S. (2015). Öğrencilerin sosyal medyaya ilişkin tutumlarını belirlemeye yönelik bir ölçek geliştirme çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 4(1), 391-403.
  • Ozturk, L. (2019). Functions and role of social media networks in learning a foreign language: A case study.
  • Rabab’ah, G. A., Rabab’ah, B. B. & Suleiman, N. A. (2016). Instant messaging language in Jordanian female school students’ writing. Teaching English with Technology, 16(2), 116-142.
  • Shahbaz, M., & Khan, R.M.I. (2017). Use of Mobile Immersion in Foreign Language Teaching to Enhance Target Language Vocabulary Learning. MIER Journal of Educational Studies, Trends, & Practices, 7(1), 66-82.
  • Statista (2020). https://www.statista.com/statistics/272014/global-social-networks-ranked-by-number-of-users/. Retrieved on 20.02.2020.
  • Steel, C. (2015). Students’ perspectives on the affordances and constraints of using mobile devices and applications for learning languages. WorldCALL: Sustainability and computer-assisted language learning. New York: Bloomsbury, 230-243.
  • Sundgren, M. (2017). Blurring time and place in higher education with bring your own device applications: a literature review. Education and Information Technologies, 22, 3081–3119. doi: 10.1007/s10639017-9576-3.
  • Şahan, Ö., Çoban, M., & Razı, S. (2016). Students learn English idioms through WhatsApp: Extensive use of smartphones. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1230-1251.
  • Şahin Kızıl, A. (2017). Exploring EFL Learners’ use of WEB 2.0 tools: Preliminary Findings. Pamukkale University Journal of Social Sciences Institute/Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (27).
  • Wang, Y. H., & Shih, S. K. H. (2015). Mobile-assisted language learning: Effects on EFL vocabulary learning. International Journal of Mobile Communications, 13(4), 358-375.
  • Wijaya, A. (2018). Students’responses toward the Use of Whatsapp in Learning. Teaching and Learning English in Multicultural Contexts (TLEMC), 2(1).
  • Yıldırım, Ş. (2006). Yıldırım A. & Şimşek H.(2006). Sosyal bilimlerde nitel araştırma yöntemleri, 5.
  • Yurdagül, C., & Öz, S. (2018). Attitude towards Mobile Learning in English Language Education. Education Sciences, 8(3), 142.
  • Zincir, O. (2017). Knowledge workers’ social media usage as a personal knowledge management tool. In Harnessing Social Media as a Knowledge Management Tool, IGI Global, 108– 124, doi: 10.4018/978-1-5225-0495-5.ch006
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sibel Ergün Elverici 0000-0002-6921-5013

Yayımlanma Tarihi 30 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Ergün Elverici, S. (2021). ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: iNGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 144-160. https://doi.org/10.17679/inuefd.783325
AMA Ergün Elverici S. ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: iNGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ. INUEFD. Nisan 2021;22(1):144-160. doi:10.17679/inuefd.783325
Chicago Ergün Elverici, Sibel. “ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: INGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, sy. 1 (Nisan 2021): 144-60. https://doi.org/10.17679/inuefd.783325.
EndNote Ergün Elverici S (01 Nisan 2021) ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: iNGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 1 144–160.
IEEE S. Ergün Elverici, “ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: iNGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ”, INUEFD, c. 22, sy. 1, ss. 144–160, 2021, doi: 10.17679/inuefd.783325.
ISNAD Ergün Elverici, Sibel. “ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: INGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/1 (Nisan 2021), 144-160. https://doi.org/10.17679/inuefd.783325.
JAMA Ergün Elverici S. ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: iNGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ. INUEFD. 2021;22:144–160.
MLA Ergün Elverici, Sibel. “ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: INGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 22, sy. 1, 2021, ss. 144-60, doi:10.17679/inuefd.783325.
Vancouver Ergün Elverici S. ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: iNGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİ. INUEFD. 2021;22(1):144-60.

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