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The Use of Hypertext and QR code as Multimodal-Tools to Investigate EFL Learners’ Autonomy

Yıl 2026, Cilt: 12 Sayı: 1, 257 - 280, 01.03.2026

Gökçe Dişlen Dağgöl , Tuba Demirkol

https://doi.org/10.31464/jlere.1799664
https://izlik.org/JA53HS79GS

Öz

Empowering learners to take responsibility for their learning is a key goal in language education, now increasingly intertwined with digital literacy. This study investigates how EFL learners integrate technology into their learning processes, focusing on their autonomous use of technological tools for task completion. Hyperlinks and QR codes were used as technological affordances that participants could utilize beyond the classroom. Over seven weeks, a quasi-experimental design was conducted with 11 pre-intermediate EFL learners enrolled in a preparatory program at a Turkish state university. Data were collected through semi-structured interviews, reflection papers, and self-evaluation checklists, then analyzed via content analysis. Findings revealed that learners effectively harnessed technology to enhance autonomy, with collaboration emerging as a supportive element in completing tasks. The study concludes that technology-integrated tasks can foster both learner autonomy and collaborative engagement, highlighting the importance of involving learners actively in content creation

Anahtar Kelimeler

Learner Autonomy Technological Multimodality EFL learners

Kaynakça

  • AbuSeileek, A. F. (2011). Hypermedia annotation presentation: The effect of location and type on the EFL learners' achievement in reading comprehension and vocabulary acquisition. Computers & Education, 57(1), 1281–1291. https://doi.org/10.1016/j.compedu.2011.01.011
  • Basri, F. (2023). Factors influencing learner autonomy and autonomy support in a faculty of education. Teaching in Higher Education, 28(2), 270–285. https://doi.org/10.1080/13562517.2020.1798921
  • Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. https://doi.org/10.1017/S0261444806003958
  • Brooker, A., Corrin, L., De Barba, P., Lodge, J., & Kennedy, G. (2018). A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs. Australasian Journal of Educational Technology, 34(1), 73–87. https://doi.org/10.14742/ajet.3237
  • Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505–518. https://doi.org/10.1080/13562510120078045
  • Chen, I. J., & Yen, J. C. (2013). Hypertext annotation: Effects of presentation formats and learner proficiency on reading comprehension and vocabulary learning in foreign languages. Computers & Education, 63, 416–423. https://doi.org/10.1016/j.compedu.2013.01.005
  • Chen, J. (2016). EFL learners' strategy use during task-based interaction in Second life. Australasian Journal of Educational Technology, 32(3), 1–17. https://doi.org/10.14742/ajet.2306
  • Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video- based virtual reality on EFL students' English-speaking performance and learning perceptions. Computers & Education, 146, 1–20. https://doi.org/10.1016/j.compedu.2019.103751
  • Chik, A. (2018). Learner autonomy and digital practises. In A. Chik, N. Aoli, & R. Smith (Eds.), Autonomy in language learning and teaching, (pp. 73–92). Palgrave. https://doi.org/10.1057/978-1-137-52998-5_5
  • Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54(2), 109–117. https://doi.org/10.1093/elt/54.2.109
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches. Sage Publications.
  • Czerkawski, B., & Berti, M. (2020). Language learning in the 21st century: current status and future directions. In B. Dupuy, & M. Grosbois (Eds.), Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century (pp.11–35). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.44.1100
  • Çöğmen, S., & Aslan, Y. (2023). Feride the wren: teaching profession for Turkish language pre-service teachers. Journal of Teacher Education and Educators, 12(1), 123–145. https://dergipark.org.tr/en/download/article-file/2746576
  • Dewi, D. S., Hartono, R., Wahyuni, S., & Lestari, S. (2025). Fostering learner autonomy in EFL setting through multiliteracy pedagogy: A case in tertiary education. Australian Journal of Teacher Education (Online), 50(2), 1–19. https://files.eric.ed.gov/fulltext/EJ1481132.pdf
  • Dlab, M. H., Boticki, I., Hoic-Bozic, N., & Looi, C. K. (2020). Exploring group interactions in synchronous mobile computer-supported learning activities. Computers & Education, 146,1–18. https://doi.org/10.1016/j.compedu.2019.103735
  • Fei, X., & Li, C. (2025). A study of the development of language communication ability facilitated by technology-empowered learning strategies: take English language learning as an example. International Journal of Sociologies and Anthropologies Science Reviews, 5(4), 89–96. https://doi.org/10.60027/ijsasr.2025.6227
  • Feyzi Behnagh, R., & Yasrebi, S. (2020). An examination of constructivist educational technologies: Key affordances and conditions. British Journal of Educational Technology, 51(6), 1907–1919. https://doi.org/10.1111/bjet.13036
  • Gan, Z., Liu, F., & Nang, H. (2023). The role of self-efficacy, task value, and intrinsic and extrinsic motivations in students' feedback engagement in English learning. Behavioral Sciences, 13, 1–13. https://doi.org/10.3390/bs13050428
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İngilizce Öğrenenlerinin Özerkliğini Araştırmak İçin Çok Kipli Araçlar Olarak Hipermetin ve QR Kodlarının Kullanımı

Yıl 2026, Cilt: 12 Sayı: 1, 257 - 280, 01.03.2026

Gökçe Dişlen Dağgöl , Tuba Demirkol

https://doi.org/10.31464/jlere.1799664
https://izlik.org/JA53HS79GS

Öz

Öğrenenleri kendi öğrenme süreçlerinin sorumluluğunu üstlenmeleri konusunda güçlendirmek, dil eğitiminde temel hedeflerden biridir ve bu hedef artık giderek dijital okuryazarlıkla daha fazla iç içe geçmektedir. Bu çalışma, İngilizceyi yabancı dil olarak öğrenen öğrencilerin (EFL) teknolojiyi öğrenme süreçlerine nasıl entegre ettiklerini incelemekte ve görev tamamlama sürecinde teknolojik araçları özerk biçimde kullanma becerilerine odaklanmaktadır. Katılımcıların sınıf dışındaki öğrenme süreçlerinde bireysel olarak yararlanabilecekleri teknolojik olanaklar olarak köprü bağlantılar (hyperlink) ve QR kodlar kullanılmıştır. Yedi haftalık bir süreçte, Türkiye’deki bir devlet üniversitesinin hazırlık programına kayıtlı 11 ön-orta düzey EFL öğrencisiyle yarı deneysel bir desen uygulanmıştır. Veriler yarı yapılandırılmış görüşmeler, yansıtma metinleri ve öz değerlendirme formları aracılığıyla toplanmış ve içerik analiziyle incelenmiştir. Bulgular, öğrencilerin teknolojiyi özerkliklerini geliştirmek için etkili biçimde kullandıklarını ve iş birliğinin görev tamamlama sürecinde destekleyici bir unsur olarak ortaya çıktığını göstermiştir. Çalışma, teknolojiyle bütünleştirilmiş görevlerin hem öğrenen özerkliğini hem de iş birliğine dayalı katılımı teşvik edebileceğini vurgulamakta; öğrencilerin içerik üretimine etkin biçimde katılımının önemini ortaya koymaktadır.

Anahtar Kelimeler

Öğrenen Özerkliği Teknolojik Çok Kiplilik İngilizceyi Yabancı Dil olarak Öğrenenler

Kaynakça

  • AbuSeileek, A. F. (2011). Hypermedia annotation presentation: The effect of location and type on the EFL learners' achievement in reading comprehension and vocabulary acquisition. Computers & Education, 57(1), 1281–1291. https://doi.org/10.1016/j.compedu.2011.01.011
  • Basri, F. (2023). Factors influencing learner autonomy and autonomy support in a faculty of education. Teaching in Higher Education, 28(2), 270–285. https://doi.org/10.1080/13562517.2020.1798921
  • Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. https://doi.org/10.1017/S0261444806003958
  • Brooker, A., Corrin, L., De Barba, P., Lodge, J., & Kennedy, G. (2018). A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs. Australasian Journal of Educational Technology, 34(1), 73–87. https://doi.org/10.14742/ajet.3237
  • Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505–518. https://doi.org/10.1080/13562510120078045
  • Chen, I. J., & Yen, J. C. (2013). Hypertext annotation: Effects of presentation formats and learner proficiency on reading comprehension and vocabulary learning in foreign languages. Computers & Education, 63, 416–423. https://doi.org/10.1016/j.compedu.2013.01.005
  • Chen, J. (2016). EFL learners' strategy use during task-based interaction in Second life. Australasian Journal of Educational Technology, 32(3), 1–17. https://doi.org/10.14742/ajet.2306
  • Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video- based virtual reality on EFL students' English-speaking performance and learning perceptions. Computers & Education, 146, 1–20. https://doi.org/10.1016/j.compedu.2019.103751
  • Chik, A. (2018). Learner autonomy and digital practises. In A. Chik, N. Aoli, & R. Smith (Eds.), Autonomy in language learning and teaching, (pp. 73–92). Palgrave. https://doi.org/10.1057/978-1-137-52998-5_5
  • Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54(2), 109–117. https://doi.org/10.1093/elt/54.2.109
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches. Sage Publications.
  • Czerkawski, B., & Berti, M. (2020). Language learning in the 21st century: current status and future directions. In B. Dupuy, & M. Grosbois (Eds.), Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century (pp.11–35). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.44.1100
  • Çöğmen, S., & Aslan, Y. (2023). Feride the wren: teaching profession for Turkish language pre-service teachers. Journal of Teacher Education and Educators, 12(1), 123–145. https://dergipark.org.tr/en/download/article-file/2746576
  • Dewi, D. S., Hartono, R., Wahyuni, S., & Lestari, S. (2025). Fostering learner autonomy in EFL setting through multiliteracy pedagogy: A case in tertiary education. Australian Journal of Teacher Education (Online), 50(2), 1–19. https://files.eric.ed.gov/fulltext/EJ1481132.pdf
  • Dlab, M. H., Boticki, I., Hoic-Bozic, N., & Looi, C. K. (2020). Exploring group interactions in synchronous mobile computer-supported learning activities. Computers & Education, 146,1–18. https://doi.org/10.1016/j.compedu.2019.103735
  • Fei, X., & Li, C. (2025). A study of the development of language communication ability facilitated by technology-empowered learning strategies: take English language learning as an example. International Journal of Sociologies and Anthropologies Science Reviews, 5(4), 89–96. https://doi.org/10.60027/ijsasr.2025.6227
  • Feyzi Behnagh, R., & Yasrebi, S. (2020). An examination of constructivist educational technologies: Key affordances and conditions. British Journal of Educational Technology, 51(6), 1907–1919. https://doi.org/10.1111/bjet.13036
  • Gan, Z., Liu, F., & Nang, H. (2023). The role of self-efficacy, task value, and intrinsic and extrinsic motivations in students' feedback engagement in English learning. Behavioral Sciences, 13, 1–13. https://doi.org/10.3390/bs13050428
  • Gao, X. (2013). Reflexive and reflective thinking: A crucial link between agency and autonomy. Innovation in Language Learning and Teaching, 7(3), 226–237. https://doi.org/10.1080/17501229.2013.836204
  • Garrett-Rucks, P., Howles, L., & Lake, W. M. (2015). Enhancing L2 reading comprehension with hypermedia texts: Student perceptions. CALICO Journal, 32(1), 26–51. https://doi.org/10.1558/calico.v32i1.26131
  • Girón-García, C. (2025). The potential of online tasks to facilitate autonomous language learning with the use of online dictionaries in a higher education ESP classroom. Alicante Journal of English Studies, 42, 25–51. https://doi.org/10.14198/raei.25252
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70– 105. https://doi.org//10.1080/09588221.2012.7003.15
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  • Hamdan, N. A., Mohamad, M., & Shaharuddin, S. (2017). Hypermedia reading materials: Undergraduate perceptions and features affecting their reading comprehension. Electronic Journal of E-learning, 15(2), 116–125. https://academic-publishing.org/index.php/ejel/article/view/1825
  • Hauck, M., Satar, M., & Kurek, M. (2021). Where multimodal literacy meets online language learner autonomy: "digital resources give us wings". In C. Fuchs, M. Hauck, & M. Dooly (Eds.), Language education in digital spaces: Perspectives on autonomy and interaction. educational linguistics (vol. 52, pp. 85–111). Springer. https://doi.org/10.1007/978-3-030-74958-3_5
  • Hsieh, W. M., Yeh, H. C., & Chen, N. S. (2023). Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners' English pronunciation and willingness to communicate. Computer Assisted Language Learning, 1–26. https://doi.org/10.1080/09588221.2023.2228357
  • Huah, G. L., & Jarrett, B. W. (2014). Integrating QR codes and mobile technology in developing listening and speaking skills in the teaching of English language. International Journal on E-Learning Practices (IJELP), 1(1), 25–38. https://jurcon.ums.edu.my/ojums/index.php/ijelp/article/view/184
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  • Kashefian-Naeeini, S., Shokrpour, N., & Pakdel, F. (2024). Optimizing EFL learning: exploring the role of learner background factors and the nuances of their effects on intrinsic and extrinsic motivation among university students in a mixed-methods study. BMC Psychology, 12(535), 1–24. https://doi.org/10.1186/s40359-024-02034-8
  • Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. The Electronic Journal for English as a Second Language, 27(3), 1–19. https://doi.org/10.55593/ej.27107int
  • Kuru Gönen, S. İ., & Zeybek, G. (2022). Using QR code enhanced authentic texts in EFL extensive reading: A qualitative study on student perceptions. Education and Information Technologies, 27(2), 2039–2057. https://doi.org/10.1007/s10639-021-10695-w
  • Lai, C. (2013). A framework for developing self-directed technology use for language learning. Language Learning & Technology, 17, 100–122. https://hub.hku.hk/bitstream/10722/187559/1/content.pdf?accept= 1
  • Lai, C. (2019). Technology and learner autonomy: An argument in favor of the nexus of formal and informal language learning. Annual Review of Applied Linguistics, 39, 52–58. https://doi.org/10.1017/S0267190519000035
  • Lai, C. (2023). Insights into autonomy and technology in language teaching. Castledown Publishers.
  • Lai, K. W., & Hong, K. S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist?. British Journal of Educational Technology, 46(4), 725–738. https://doi.org/10.1111/bjet.12161
  • Lang, S., & Baehr, C. (2023). Hypertext, hyperlinks, and the world wide web. In O. Kruse, C. Rapp, C. M. Anson, K. Benetos, E. Cotos, A. Devitt, & A. Shibani (Eds.), Digital writing technologies in higher education (pp. 51–61). Springer. https://doi.org/10.1007/978-3-031-36033-6_4
  • Lenkaitis, C. A. (2020). Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy. Computer Assisted Language Learning, 33(5), 483–509. https://doi.org/10.1080/09588221.2019.1572018
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  • Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. International Journal of Innovation in Language Learning and Teaching, 1(1), 14–29. https://doi.org/10.2167/illt040.0
  • Magnusson, P., & Godhe, A. L. (2019). Multimodality in language education--implications for teaching. Designs for Learning, 11(1), 127–137. https://doi.org/10.16993/dfl.127
  • Means, B. (2010). Technology and education change: Focus on student learning. Journal of Research on Technology in Education, 42(3), 285–307. https://doi.org/10.1080/15391523.2010.10782552
  • Mercer, S. (2012). The complexity of learner agency. Apples- Journal of Applied Language Studies, 6(2), 41–59. https://jyx.jyu.fi/jyx/Record/jyx_123456789_40858
  • Nacaroğlu, O., & Bektaş, O. (2023). The effect of the flipped classroom model on gifted students' self-regulation skills and academic achievement. Thinking Skills and Creativity, 47, 1–18. https://doi.org/10.1016/j.tsc.2023.101244
  • Nghi, T. T., Phuc, T. H., & Thang, N. T. (2019). Applying AI chatbot for teaching a foreign language: An empirical research. International Journal of Scientific and Technology Research, 8(12), 897–902. https://www.ijstr.org/final-print/dec2019/Applying-Ai-Chatbot-For-Teaching-A-Foreign-Language-An-Empirical-Research-.pdf
  • Noori, A. (2025). Enhancing EFL reading instruction with digital tools: Effects on comprehension, vocabulary, and engagement. Journal of Social Sciences-Kabul University, 7(4), 289–313. https://doi.org/10.62810/jss.v7i4.264
  • Nunan, D. (2003, September 27-28). Nine steps to learner autonomy [Online]. In M. Olofsson (Ed.), Symposium 2003: Arena andraspråk (pp. 193–204). HLS Förlag.
  • O'Brien, E., & Reale, J. (2021). Supporting learner agency using the pedagogy of choice. In S. Hase, & L. M. Blaschke (Eds.), Unleashing the power of learner agency. (pp.87–96). EdTech Books. https://edtechbooks.org/up/choice
  • O'Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: debates and practical guidelines. International Journal of Qualitative Methods, 19, 1–13. https://doi.org/10.1177/1609406919899220
  • O'Hara, S., & Pritchard, R. (2008). Hypermedia authoring as a vehicle for vocabulary development in middle school English as a second language classrooms. The Clearing House. A Journal of Educational Strategies, Issues and Ideas, 82(2), 60–65. https://doi.org//10.3200/TCHS.82.2.60-65
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  • OECD. (2020). What students learn matters: Towards a 21st century curriculum. OECD Publishing. https://doi.org/10.1787/d86d4d9a-en
  • Panagiotopoulos, G., & Karanikola, Z. (2020). Education 4.0 and teachers: Challenges, risks and benefits. European Scientific Journal ESJ, 16(34), 114–128. https://doi.org.10.19044/esj.2020.v16n34p108
  • Park, H. E. (2024). The double‐edged sword of generative artificial intelligence in digitalization: An affordances and constraints perspective. Psychology & Marketing, 41(11), 2924–2941. https://doi.org.10.1002/mar.22094
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
  • Raya, M. J., Lamb, T., & Vieira, F. (2017). Mapping autonomy in language education: A framework for learner and teacher development. Frankfurt-am-Main, Germany Peter Lang.
  • Schreiber, J. B., & Asner-Self, K. (2011). Educational research: The interrelationships of questions, sampling, design and analysis. Wiley.
  • Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: theory, research, and applications. Routledge. https://doi.org/10.4324/9780203831076
  • Serafini, F. (2015). Multimodal literacy: From theories to practices. Language Arts, 92(6), 412–423. http://www.jstor.org/stable/24577533
  • Shang, H. F. (2016a). Online metacognitive strategies, hypermedia annotations, and motivation on hypertext comprehension. Journal of Educational Technology & Society, 19(3), 321–334. http://www.jstor.org/stable/jeductechsoci.19.3.321
  • Shang, H. F. (2016b). Exploring demographic and motivational factors associated with hypertext reading by English as a foreign language (EFL) student. Behaviour & Information Technology, 35(7), 559–571. https://doi.org/10.1080/0144929X.2015.1094827
  • Shi, W., & Han, L. (2019). Promoting learner autonomy through cooperative learning. English Language Teaching, 12(8), 30–36. https://doi.org.10.5539/elt.v12n8p30
  • Smith, R. (2008). Learner autonomy. ELT Journal, 62(4), 395–397. https://doi.org/10.1093/elt/ccn038
  • Şener, B., & Mede, E. (2023). Promoting learner autonomy and improving reflective thinking skills through reflective practice and collaborative learning. Innovation in Language Learning and Teaching, 17(2), 364–379. https://doi.org/10.1080/17501229.2022.2047694
  • Tajeddin, Z., & Asadnia, F. (2025). Teachers' collaborative reflections on classroom materials: From traditional consumers to digital materials developers and teacherpreneurs. RELC Journal, 56(2), 287–304. https://doi.org/10.1177/00336882231222036
  • Thorne, T. (2016). Augmenting classroom practices with QR codes. TESOL Journal, 7(3), 746–754. https://doi.org.10.1002/tesj.257
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  • Trilling, B., & Hood, P. (1999). Learning, technology, and education reform in the knowledge age or" we're wired, webbed, and windowed, now what?". Educational Technology, 39(3), 5-18. http://www.jstor.org/stable/44428527
  • Trust, T. (2018). Why do we need technology in education?. Journal of Digital Learning in Teacher Education, 34(2), 54–55. https://doi.org/10.1080/21532974.2018.1442073
  • Turan-Öztürk, D. (2016). The effect of collaborative activities on college-level EFL students' learner autonomy in the Turkish context. (Publication No. 441145). [Master's thesis, Bilkent University]. Ankara.
  • Van den Beemt, A., Buijs, J., & Van der Aalst, W. (2018). Analysing structured learning behaviour in massive open online courses (MOOCs): An approach based on process mining and clustering. International Review of Research in Open and Distributed Learning, 19(5), 37–60. https://doi.org.10.19173/irrodl.v19i5.3748
  • Varol, B., & Erçetin, G. (2021). Effects of gloss type, gloss position, and working memory capacity on second language comprehension in electronic reading, Computer Assisted Language Learning, 34(7), 820–844. https://doi.org/10.1080/09588221.2019.1643738
  • Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice?. The Australian Journal of Language and Literacy, 33(3), 211–239. https://doi.org/10.1007/BF03651836
  • Wan, Y., & Moorhouse, B. L. (2025). Challenges of AI in language education. In Y. Wang, A. Alm, & G. Dizon, (Eds.), Insights into AI and Language Teaching and Learning (pp. 32–52). Castledown Publishers. https://doi.org/10.29140/9781763711600
  • Wong, J., Baars, M., de Koning, B. B., & Paas, F. (2021). Examining the use of prompts to facilitate self-regulated learning in massive open online courses. Computers in Human Behavior, 115, 1–27. https://doi.org/10.1016/j.chb.2020.106596
  • Yasmin, M., & Naseem, F. (2019). Collaborative learning and learner autonomy: Beliefs, practices and prospects in Pakistani engineering universities. IEEE Access, 7, 71493–71499. https://doi.org/10.1109/ACCESS.2019.2918756
  • Zou, D., & Teng, M. F. (2023). Effects of tasks and multimedia annotations on vocabulary learning. System, 115, 1–15. https://doi.org/10.1016/j.system.2023.103050
Toplam 80 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Uygulamalı Dilbilim ve Eğitim Dilbilimi
Bölüm Araştırma Makalesi
Yazarlar

Gökçe Dişlen Dağgöl 0000-0003-1920-0208

Tuba Demirkol 0000-0002-2735-8198

Gönderilme Tarihi 8 Ekim 2025
Kabul Tarihi 28 Şubat 2026
Yayımlanma Tarihi 1 Mart 2026
DOI https://doi.org/10.31464/jlere.1799664
IZ https://izlik.org/JA53HS79GS
Yayımlandığı Sayı Yıl 2026 Cilt: 12 Sayı: 1

Kaynak Göster

APA Dişlen Dağgöl, G., & Demirkol, T. (2026). The Use of Hypertext and QR code as Multimodal-Tools to Investigate EFL Learners’ Autonomy. Dil Eğitimi ve Araştırmaları Dergisi, 12(1), 257-280. https://doi.org/10.31464/jlere.1799664

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Atıf Dizinleri

Türk Eğitim İndeksi
MLA International Bibliography
TR Dizin
DRJI
ResearchBib
JIFACTOR
CEEOL

Baş Editör

Hakan Ülper
Hakan ÜLPER
Dilbilim, Türkçe Eğitimi

Editörler Kurulu

Default avatar
Ferit KILIÇKAYA

Ferit Kılıçkaya, Burdur Mehmet Akif Ersoy Üniversitesi Yabancı Diller Eğitimi Bölümünde İngilizcenin Yabancı Dil olarak öğretimi alanında Profesör olarak çalışmaktadır. Teknolojinin dil eğitiminde kullanımı, olası faydaları ve zararları ve ayrıca ölçme ve değerlendirme başlıca çalışma alanlarıdır. Bu alanlarla ilgili ulusal ve uluslararası yayımlanmış makale ve kitap bölümleri bulunmaktadır. İleti adresi: ferit.kilickaya@gmail.com
Erken İngilizce Dilleri, İkinci Bir Dil Olarak İngilizce, Eğitimde Ölçme ve Değerlendirme (Diğer)
Hakan Ülper
Hakan ÜLPER
Dilbilim, Türkçe Eğitimi
Gökhan Çetinkaya
Gökhan ÇETİNKAYA
Dilbilim, Eğitim, Türkçe ve Sosyal Bilimler Eğitimi, Türkçe Eğitimi

Yardımcı Editör

Default avatar
Zehra Nur BAYINDIR PAMPAL
Türkçe ve Sosyal Bilimler Eğitimi, Türkçe Eğitimi

Yayım Danışma Kurulu

Hakan Ülper
Hakan ÜLPER
Dilbilim, Türkçe Eğitimi
Kutlay Yağmur
Kutlay YAĞMUR
Toplumsal Dilbilim
Default avatar
Ferit KILIÇKAYA

Ferit Kılıçkaya earned his Bachelor of Arts degree in English Language Teaching (ELT) from Boğaziçi University, where he also pursued coursework in educational technology to complement his degree. He subsequently worked as an English language teacher at various institutions before furthering his academic pursuits. He obtained his Master of Arts and Doctor of Philosophy degrees in ELT from Middle East Technical University in Ankara, Turkey. Currently, Kılıçkaya is a teacher educator and researcher in TESOL (Teaching English to Speakers of Other Languages) at the Department of Foreign Language Education at Burdur Mehmet Akif Ersoy University, Turkey. His research interests encompass a broad range of topics related to language learning and technology, with particular focus on the potential benefits and drawbacks of using technology in language teaching and learning. Additionally, he is interested in language testing and evaluation and has conducted research on topics such as peer feedback, online quizzes, and washback. Kılıçkaya has an extensive publication record in prestigious international academic journals such as ReCALL, Computer-Assisted Language Learning, British Journal of Educational Technology, and Journal of Teaching English with Technology. Furthermore, he has authored several book chapters in internationally recognized publishers.
Dil Kullanım Bilimi
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Joanna KİC-DRGAS
İkinci Bir Dil Olarak İngilizce, Dil Edinimi
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Işıl ULUÇAM-WEGMANN
Dil Çalışmaları (Diğer), Eğitim
Default avatar
Jaroslaw KRAJKA
İkinci Bir Dil Olarak İngilizce
Gökhan Çetinkaya
Gökhan ÇETİNKAYA
Dilbilim, Eğitim, Türkçe ve Sosyal Bilimler Eğitimi, Türkçe Eğitimi
Default avatar
Marek KRAWİEC
İkinci Bir Dil Olarak İngilizce, Okul Dışı Öğrenme
Default avatar
Sorina GEORGESCU

Ph.D. Lecturer of English (TEFL certified)

Editor-in-Chief - HyperCultura (2012-2025)

Network Editor - H-Slavery (2023-present); Executive Council Member - H-Net (January 2025-)

Researcher and blogger at Discussing Slavery: Conferences, Articles, Book Reviews, Translations

https://orcid.org/0000-0003-0595-2767
İletişim Çalışmaları, İkinci Bir Dil Olarak İngilizce, Profesyonel Yazarlık ve Gazetecilik Uygulaması

Dil Editörü

Default avatar
Hatice ALTUN

I am a seasoned educator and researcher with a Ph.D. in Foreign and Second Language Education from SUNY Buffalo, supported by a prestigious Fulbright Scholarship. My research focuses on multilingualism, translanguaging, and second-language socialization. I have extensive experience teaching EFL, ESL, and Turkish as a second language across diverse educational contexts, including U.S., Turkey, and China higher education institutions. I am passionate about promoting language learning through socially just and inclusive pedagogies. I have also contributed to numerous publications in indexed journals and presented my work at international conferences.
İkinci Bir Dil Olarak İngilizce, Dil Çalışmaları (Diğer), Uygulamalı Dilbilim ve Eğitim Dilbilimi , Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi

https://dergipark.org.tr/en/pub/jlere

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