Araştırma Makalesi
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Technology and Content Integration for English Language Learners in a Vocational High School

Yıl 2020, Cilt: 8 Sayı: 15, 114 - 135, 25.03.2020
https://doi.org/10.18009/jcer.656133

Öz

This exploratory study investigated the effectiveness of technology and content integration in a foreign language class in a vocational high school with a total of 41 students. The experimental group received technology-enhanced content integrated instruction, designed specifically for learning needs based on scaffolding design guidelines for educational software. The control group followed the regular textbook. In addition to scaffolding e-books developed for the study, freely available web-based and augmented reality applications were employed. The results showed that the experimental group significantly outperformed the control group in content tests, one of the language tests, and a writing task. No significant difference was observed between the groups in the general language test, but within group comparisons showed significant increased for the experimental group for sub-test scores. Recommendations are offered for the teachers, researchers, and policy makers seeking solutions for the low foreign language achievement in vocational high schools.

Kaynakça

  • Agustín-Llach, M. P. (2017). The effects of the CLIL approach in young foreign language learners’ lexical profiles. International Journal of Bilingual Education and Bilingualism, 20(5), 557–573.
  • Alptekin, C., Erçetin, G., & Bayyurt, Y. (2007). The effectiveness of a theme-based syllabus for young L2 learners. Journal of Multilingual and Multicultural Development, 28(1), 1-17.
  • Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000) How people learn. Brain, mind, experience, and school. National Academy Press, Washington, D.C.
  • Bush, M. D., & Terry, R. M. (Eds.). (1997). Technology-enhanced language learning. Lincolnwood, IL: National Textbook Company.
  • Carrel, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purpose, 16(1), 47-60.
  • Chapelle, C., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. USA: Pearson Education.
  • Coral, J., Lleixà, T., & Ventura, C. (2018). Foreign language competence and content and language integrated learning in multilingual schools in Catalonia. International Journal of Bilingual Education and Bilingualism, 21(2), 139–150.
  • Coyle, D. (2006). Content and language integrated learning: motivating learners and teachers. Scottish Languages Review, 13, 1-18.
  • Coyle, D., Hood, P. & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.
  • Crandall, J. A. (1993). Content-centered language learning in the United States. Annual Review of Applied Linguistics, 13, 111-126.
  • Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual matters.
  • Çelik, S. (2003). Niğde Üniversitesi meslek yüksekokullarındaki büro yönetimi ve sekreterlik bölümü öğrencilerinin akademik ve mesleki İngilizce gereksinimlerine yönelik bir araştırma. [A study on student needs regarding academic and vocational English at the Niğde University Vocational School] (Unpublished master’s thesis). Bilkent University, Ankara.
  • Erçetin, G. (2011). Pedagogical issues in developing mobile assisted language learning materials. Boğaziçi University Journal of Education, 28(1), 22-30.
  • Georgiou, S. I. (2012). Reviewing the puzzle of CLIL. ELT Journal, 66(4), 495–504.
  • Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
  • Gierlinger, E., & Wagner, T. (2016). The more the merrier—Revisiting CLIL-based vocabulary growth in secondary education. Latin American Journal of Content & Language Integrated Learning, 9(1), 37–63.
  • Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S. & Dixon, L. Q. (2018). Language and Content Outcomes of CLIL and EMI: A systematic review. LACLIL, 11(1), 19-37. DOI: 10.5294/laclil.2018.11.1.2
  • Gür, B. S., Özoğlu, M., Akgeyik, T., Çetimkaya, E., Karagöl, E. T., Öztürk, M., ... & Çelik, Z. (2012). Türkiye'nin insan kaynağının belirlenmesi. [Determining Turkey’s human resources] SETA.
  • Haley, M. H., & Austin, T. Y. (2013). Content-based second language teaching and learning: An interactive approach. Boston: Pearson Higher Ed.
  • İgrek, E. (2013). İçerik tabanlı yabancı dil öğretim yaklaşımının mesleki yabancı dil (Ingilizce) derslerinde öğrencilerin akademik başarılarına etkisi. [The effects of CBI on students’ academic performance in vocational foreign language (English) courses] (Unpublished master’s thesis). Gazi University, Ankara.
  • Ismajli, H., & Krasniqi, D. (2018). Challenges for achieving learning outcomes of languages and communication curriculum area in primary education in kosovo. International e-Journal of Educational Studies (IEJES), 2(4), 81-91.
  • Kasper, L. F. (2000). The Internet and content-based college ESL Instruction. In Kasper, L. F. (Ed.) Content-based college ESL instruction, (pp. 183-201). Mahwah, N. J. : Lawrence Erlbaum Associates.
  • Kennedy, T. J., & Henderson, S. (2003). The GLOBE program: Bringing together students, teachers and scientists to increase scientific understanding of the Earth through research. Children, Youth and Environments, 13(2), 217-227.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
  • Lightbown, P. M. (2014). Focus on content-based language teaching--Oxford key concepts for the language classroom. Oxford: Oxford University Press.
  • Loewen, S. & Sato; M. (2019) Instructed second language acquisition and English language teaching. In Gao, X. (Ed.) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham.
  • Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in second language acquisition, 22(4), 471-497.
  • Manzano-Vázquez, B. (2014) Lexical transfer in the written production of a CLIL group and a non-CLIL group. International Journal of English Studies, 14(2), 57–76.
  • Marsh, D., Mehisto, P., Wolff, D., & Frigols Martin, M. J. (2010). European framework for CLIL teacher education: A framework for the professional development of CLIL teachers. Graz: European Centre for Modern Languages.
  • Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives: A Journal of TESOL Italy, 23 (2), 5-19.
  • Maxwell-Reid, C. (2010). Content and Language Integrated Learning (CLIL): The influence of studying through English or Spanish students’ first-language written discourse. Text & Talk, 30(6), 679–699.
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
  • Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., ... & Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337-386.
  • Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273-304.
  • Sabuncuoğlu, A. (2010). Meslek liselerinde özel amaçlı İngilizce öğretimine yönelik gereksinim çözümlemesi uygulaması. [Implementation of needs analysis for teaching English for a special purpose at vocational high schools] (Unpublished master’s thesis). Ankara University, Ankara.
  • Sagarra, N., & Zapata, G. C. (2008). Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning. ReCALL, 20(2), 208-224. Sauro, S., & Chapelle, C. A. (2017). Toward langua‐technocultural competence. In Chapelle, C. A. & S. Sauro (Ed.s). The Handbook of Technology and Second Language Teaching and Learning, (pp. 459-471). Hoboken, N.J.:Wiley Blackwell.
  • Seikkula-Leino, J. (2007). CLIL learning: achievement levels and affective factors. Language and Education, 21(4), 28–41.
  • Short, D.J. (1991). How to integrate language and content instruction: A raining manual. Washington, DC: Center for Applied Linguistics.
  • Snow, M. A., & Brinton, D. (Eds.). (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Longman.
  • Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201-217.
  • Stryker, S. B., & Leaver, B. L. (Eds.). (1997). Content-based instruction in foreign language education: Models and methods. Washington, DC: Georgetown University Press. Thomas, M. (Ed.). (2009). Handbook of research on Web 2.0 and second language learning. USA: IGI Global.
  • Toth, S. (2010). Oral presentation rubric. Retrieved June 20, 2017, from https://studylib.net/doc/7752853/oral-presentation-rubric
  • Wesche, M., & Skehan, P. (2002) Communicative teaching, content-based instruction, and task-based learning. In R. Kaplan (Ed.), Handbook of applied linguistics (pp. 207-228). Oxford: Oxford University Press.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. USA: Harvard University Press.
  • Yalçın, Ş. (2012). Content-based instruction at the tertiary level in Turkey. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey: Policies and practices (pp. 217-234). Frankfurt: Peter Lang.
  • Yalçın, Ş. (2013). İçerik temelli yabancı dil öğretim modeli [Content-based instruction model in foreign language teaching]. Boğaziçi University Journal of Education, 30(2), 107-122.
  • Yang, W. (2015). Content and Language Integrated Learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382.
  • Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students’ online inquiry processes. Computers & Education, 58(1), 181-196.
  • Zhao, J., & Dixon, L. Q. (2017). English-medium instruction in Chinese universities: Perspectives, discourse and evaluation. New York, NY: Routledge.

Technology and Content Integration for English Language Learners in a Vocational High School

Yıl 2020, Cilt: 8 Sayı: 15, 114 - 135, 25.03.2020
https://doi.org/10.18009/jcer.656133

Öz

This exploratory study investigated the effectiveness of technology and content integration in a foreign language class in a vocational high school with a total of 41 students. The experimental group received technology-enhanced content integrated instruction, designed specifically for learning needs based on scaffolding design guidelines for educational software. The control group followed the regular textbook. In addition to scaffolding e-books developed for the study, freely available web-based and augmented reality applications were employed. The results showed that the experimental group significantly outperformed the control group in content tests, one of the language tests, and a writing task. No significant difference was observed between the groups in the general language test, but within group comparisons showed significant increased for the experimental group for sub-test scores. Recommendations are offered for the teachers, researchers, and policy makers seeking solutions for the low foreign language achievement in vocational high schools.

Kaynakça

  • Agustín-Llach, M. P. (2017). The effects of the CLIL approach in young foreign language learners’ lexical profiles. International Journal of Bilingual Education and Bilingualism, 20(5), 557–573.
  • Alptekin, C., Erçetin, G., & Bayyurt, Y. (2007). The effectiveness of a theme-based syllabus for young L2 learners. Journal of Multilingual and Multicultural Development, 28(1), 1-17.
  • Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000) How people learn. Brain, mind, experience, and school. National Academy Press, Washington, D.C.
  • Bush, M. D., & Terry, R. M. (Eds.). (1997). Technology-enhanced language learning. Lincolnwood, IL: National Textbook Company.
  • Carrel, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purpose, 16(1), 47-60.
  • Chapelle, C., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. USA: Pearson Education.
  • Coral, J., Lleixà, T., & Ventura, C. (2018). Foreign language competence and content and language integrated learning in multilingual schools in Catalonia. International Journal of Bilingual Education and Bilingualism, 21(2), 139–150.
  • Coyle, D. (2006). Content and language integrated learning: motivating learners and teachers. Scottish Languages Review, 13, 1-18.
  • Coyle, D., Hood, P. & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.
  • Crandall, J. A. (1993). Content-centered language learning in the United States. Annual Review of Applied Linguistics, 13, 111-126.
  • Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual matters.
  • Çelik, S. (2003). Niğde Üniversitesi meslek yüksekokullarındaki büro yönetimi ve sekreterlik bölümü öğrencilerinin akademik ve mesleki İngilizce gereksinimlerine yönelik bir araştırma. [A study on student needs regarding academic and vocational English at the Niğde University Vocational School] (Unpublished master’s thesis). Bilkent University, Ankara.
  • Erçetin, G. (2011). Pedagogical issues in developing mobile assisted language learning materials. Boğaziçi University Journal of Education, 28(1), 22-30.
  • Georgiou, S. I. (2012). Reviewing the puzzle of CLIL. ELT Journal, 66(4), 495–504.
  • Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
  • Gierlinger, E., & Wagner, T. (2016). The more the merrier—Revisiting CLIL-based vocabulary growth in secondary education. Latin American Journal of Content & Language Integrated Learning, 9(1), 37–63.
  • Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S. & Dixon, L. Q. (2018). Language and Content Outcomes of CLIL and EMI: A systematic review. LACLIL, 11(1), 19-37. DOI: 10.5294/laclil.2018.11.1.2
  • Gür, B. S., Özoğlu, M., Akgeyik, T., Çetimkaya, E., Karagöl, E. T., Öztürk, M., ... & Çelik, Z. (2012). Türkiye'nin insan kaynağının belirlenmesi. [Determining Turkey’s human resources] SETA.
  • Haley, M. H., & Austin, T. Y. (2013). Content-based second language teaching and learning: An interactive approach. Boston: Pearson Higher Ed.
  • İgrek, E. (2013). İçerik tabanlı yabancı dil öğretim yaklaşımının mesleki yabancı dil (Ingilizce) derslerinde öğrencilerin akademik başarılarına etkisi. [The effects of CBI on students’ academic performance in vocational foreign language (English) courses] (Unpublished master’s thesis). Gazi University, Ankara.
  • Ismajli, H., & Krasniqi, D. (2018). Challenges for achieving learning outcomes of languages and communication curriculum area in primary education in kosovo. International e-Journal of Educational Studies (IEJES), 2(4), 81-91.
  • Kasper, L. F. (2000). The Internet and content-based college ESL Instruction. In Kasper, L. F. (Ed.) Content-based college ESL instruction, (pp. 183-201). Mahwah, N. J. : Lawrence Erlbaum Associates.
  • Kennedy, T. J., & Henderson, S. (2003). The GLOBE program: Bringing together students, teachers and scientists to increase scientific understanding of the Earth through research. Children, Youth and Environments, 13(2), 217-227.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
  • Lightbown, P. M. (2014). Focus on content-based language teaching--Oxford key concepts for the language classroom. Oxford: Oxford University Press.
  • Loewen, S. & Sato; M. (2019) Instructed second language acquisition and English language teaching. In Gao, X. (Ed.) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham.
  • Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in second language acquisition, 22(4), 471-497.
  • Manzano-Vázquez, B. (2014) Lexical transfer in the written production of a CLIL group and a non-CLIL group. International Journal of English Studies, 14(2), 57–76.
  • Marsh, D., Mehisto, P., Wolff, D., & Frigols Martin, M. J. (2010). European framework for CLIL teacher education: A framework for the professional development of CLIL teachers. Graz: European Centre for Modern Languages.
  • Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives: A Journal of TESOL Italy, 23 (2), 5-19.
  • Maxwell-Reid, C. (2010). Content and Language Integrated Learning (CLIL): The influence of studying through English or Spanish students’ first-language written discourse. Text & Talk, 30(6), 679–699.
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
  • Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., ... & Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337-386.
  • Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273-304.
  • Sabuncuoğlu, A. (2010). Meslek liselerinde özel amaçlı İngilizce öğretimine yönelik gereksinim çözümlemesi uygulaması. [Implementation of needs analysis for teaching English for a special purpose at vocational high schools] (Unpublished master’s thesis). Ankara University, Ankara.
  • Sagarra, N., & Zapata, G. C. (2008). Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning. ReCALL, 20(2), 208-224. Sauro, S., & Chapelle, C. A. (2017). Toward langua‐technocultural competence. In Chapelle, C. A. & S. Sauro (Ed.s). The Handbook of Technology and Second Language Teaching and Learning, (pp. 459-471). Hoboken, N.J.:Wiley Blackwell.
  • Seikkula-Leino, J. (2007). CLIL learning: achievement levels and affective factors. Language and Education, 21(4), 28–41.
  • Short, D.J. (1991). How to integrate language and content instruction: A raining manual. Washington, DC: Center for Applied Linguistics.
  • Snow, M. A., & Brinton, D. (Eds.). (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Longman.
  • Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201-217.
  • Stryker, S. B., & Leaver, B. L. (Eds.). (1997). Content-based instruction in foreign language education: Models and methods. Washington, DC: Georgetown University Press. Thomas, M. (Ed.). (2009). Handbook of research on Web 2.0 and second language learning. USA: IGI Global.
  • Toth, S. (2010). Oral presentation rubric. Retrieved June 20, 2017, from https://studylib.net/doc/7752853/oral-presentation-rubric
  • Wesche, M., & Skehan, P. (2002) Communicative teaching, content-based instruction, and task-based learning. In R. Kaplan (Ed.), Handbook of applied linguistics (pp. 207-228). Oxford: Oxford University Press.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. USA: Harvard University Press.
  • Yalçın, Ş. (2012). Content-based instruction at the tertiary level in Turkey. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research perspectives on teaching and learning English in Turkey: Policies and practices (pp. 217-234). Frankfurt: Peter Lang.
  • Yalçın, Ş. (2013). İçerik temelli yabancı dil öğretim modeli [Content-based instruction model in foreign language teaching]. Boğaziçi University Journal of Education, 30(2), 107-122.
  • Yang, W. (2015). Content and Language Integrated Learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382.
  • Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students’ online inquiry processes. Computers & Education, 58(1), 181-196.
  • Zhao, J., & Dixon, L. Q. (2017). English-medium instruction in Chinese universities: Perspectives, discourse and evaluation. New York, NY: Routledge.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Ebru Kuzucu 0000-0002-0047-6813

Günizi Kartal 0000-0001-8621-2335

Yayımlanma Tarihi 25 Mart 2020
Gönderilme Tarihi 6 Aralık 2019
Kabul Tarihi 8 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 8 Sayı: 15

Kaynak Göster

APA Kuzucu, E., & Kartal, G. (2020). Technology and Content Integration for English Language Learners in a Vocational High School. Journal of Computer and Education Research, 8(15), 114-135. https://doi.org/10.18009/jcer.656133

Creative Commons Lisansı


Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.


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Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.

Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır.  ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "