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

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

İngilizce Öğrenenlerinin Özerkliğini Araştırmak İçin Çok Kipli Araçlar Olarak Hipermetin ve QR Kodlarının Kullanımı

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

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