The goal of the present study is to investigate educational technology research trends across graduate thesis written in the field of English language teaching and learning between 2016 and 2020 in the context of Turkey. A total of 146 theses were examined by means of a descriptive content analysis methodology. The findings of the study demonstrated that the research focus of the theses was dominated by attitudinal studies and research exploring digital literacies and 21st century skills, while four groups of technologies were strongly prevalent across the theses, which were CALL resources in general, video-based materials, skill-based Web 2.0 tools, and learning management systems (LMS) and e-learning platforms. It was also found that the majority of researchers adopted mixed-methods approach, commonly employed survey, interview, and achievement tests as data collection tools, and frequently analyzed the data by means of quantitative analysis methods. Following the discussion of each finding within the context of both educational technology and English language teaching scholarship, the study concludes with several suggestions in the light of the results.
educational technology English language teaching thematic content analysis
The goal of the present study is to investigate educational technology research trends across graduate thesis written in the field of English language teaching and learning between 2016 and 2020 in the context of Turkey. A total of 146 theses were examined by means of a descriptive content analysis methodology. The findings of the study demonstrated that the research focus of the theses was dominated by attitudinal studies and research exploring digital literacies and 21st century skills, while four groups of technologies were strongly prevalent across the theses, which were CALL resources in general, video-based materials, skill-based Web 2.0 tools, and learning management systems (LMS) and e-learning platforms. It was also found that the majority of researchers adopted mixed-methods approach, commonly employed survey, interview, and achievement tests as data collection tools, and frequently analyzed the data by means of quantitative analysis methods. Following the discussion of each finding within the context of both educational technology and English language teaching scholarship, the study concludes with several suggestions in the light of the results.
Educational technology English language teaching thematic content analysis
Birincil Dil | İngilizce |
---|---|
Konular | Alan Eğitimleri |
Bölüm | Araştırma Makalesi |
Yazarlar | |
Yayımlanma Tarihi | 27 Nisan 2021 |
Gönderilme Tarihi | 12 Aralık 2020 |
Kabul Tarihi | 24 Şubat 2021 |
Yayımlandığı Sayı | Yıl 2021 Cilt: 9 Sayı: 17 |
Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.
Değerli Yazarlar,
JCER dergisi 2018 yılından itibaren yayımlanacak sayılarda yazarlarından ORCID bilgilerini isteyecektir. Bu konuda hassasiyet göstermeniz önemle rica olunur.
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. "