Araştırma Makalesi
BibTex RIS Kaynak Göster

Recent Language Teaching Activities Created by English Language Instructors Using Smartphones

Yıl 2022, Cilt: 6 Sayı: 2, 237 - 254, 31.12.2022
https://doi.org/10.47140/kusbder.1024541

Öz

Bu çalışmanın amacı, ingilizce öğretim elemanlarının sınıflarında akıllı telefonları nasıl kullandıklarını araştırmaktır. Araştırmanın ana odak noktası, İngilizce öğretim elemanlarının akıllı telefonlarla oluşturduğu faaliyetlerin ayrıntılarıyla ilgilidir. Bu amaçla, Türkiye'nin güneydoğusundaki bir üniversitedeki bir yabancı dil okulundan derslerinde akıllı telefon kullandığını bildiren on öğretim elamanı çalışmaya dahil edildi. Veri toplamak için, yabancı dil olarak İngilizce öğretirken akıllı telefon kullanmanın ayrıntılarına ilişkin yarı yapılandırılmış sorularla eğitmenlerle görüşme yapıldı. Transkripsiyon yapılan görüşmeler içerik analizi ile analiz edilmiştir. Her eğitmen, sınıfta en faydalı bulduğu etkinliği ayrıntılarıyla açıkladı .Dil etkinliklerinin yorumlanması, öğretim elamanların akıllı telefonlarla kendi etkinliklerini başarıyla oluşturduklarını göstermiştir. Öğretim elemanları, buz kırma, yeni bir telaffuz konusu tanıtma, konuşma becerisini geliştirme, önceki konuyu gözden geçirme ve yabancı dili sınıf dışı etkinliklerle pratik etme gibi bir dili öğretiminin her adımında akıllı telefon kullanmıştır. Dil hocaları akıllı telefonları, telefonlarından bir parça şarkıyla sınıfın havasını değiştirmek, ertesi gün tekrar edilmek üzere tahtanın fotoğraflarını çekmek, öğrencinin sesini geçerli bir değerlendirme için kaydetmek veya öğrenciyi konuşma konusunda pratiğini artırmak için video paylaşımı için motive etmek gibi farklı ve yaratıcı bir şekilde kullanmıştır. Çalışmanın sonuçları göz önünde bulundurularak, öğretim elemanlarının akıllı telefonlarla yaratıkları dil etkinliklerini oluşturdukça interaktif materyalle başka eğitimcilerle paylaşmaları öneriliyor.

Kaynakça

  • Aljohani, M. (2017). Principles of “constructivism” in foreign language teaching. Journal of Literature and Art Studies, 7(1), 97-107.
  • Beetham, H. & Sharpe, R., (2007). Rethinking pedagogy for a digital age: designing and delivering elearning, Abingdon: Routledge
  • Byrne, J., & Diem, R. (2014). Profiling mobile English language learners. JALT CALL Journal, 10(1), 3– 19.
  • Chang, C., Chang, C. K., & Shih, J. L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100–115. Chih-Ming Chen, C.-J. C. (2008). Personalized mobile English vocabulary learning system. Computers & Education, 624–645. Denzin, Norman K. 1978 The Research Act, 2d ed. New York: McGraw-Hill.
  • Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17. Retrieved from http://llt.msu.edu/issues/june2017/emerging.pdf
  • Hsu, C.-K., Hwang, G.-J., Chang, Y.-T., & Chang, C.-K. (2013). Effects of Video Caption Modes on English ListeningComprehension and Vocabulary Acquisition Using Handheld Devices. Educational Technology & Society, 16 (1), 403–414.
  • Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. In ReCALL, 20(3), pp. 271–289.
  • Laurillard, D. (2007). Pedagogical forms of mobile learning: Framing research questions. In N. Pachler (Ed.), Mobile learning: Towards a research agenda (pp. 153–175). London, UK: WLE Centre.
  • Mehdipour, Y., & Zerehkafi, H. (2013). Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93–101.
  • Mehta NK 2012. Mobile phone technology in English teaching: Causes & concerns. The Modern Journal of Applied Linguistics, 2(4):82-92. Available at http://www.mjal.org/removedprofiles/2013/Mobile %20Phone%20Technology.pdf. Accessed 12 November 2015.
  • Murat Saran, K. C. (n.d.). Use of Mobile Phones in Language Learning: Developing Effective Instructional Materials. Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education, (pp. 39-43).
  • Palalas, A. (2011). Mobile-assisted language learning: Designing for your students. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: Views of emergent researchers (pp. 71–94). Dublin, Ireland: Research-publishing.net.
  • Siemens, G. (2005). Connectivism: A learning theory for a digital age. International Journal o Instructional Technology and Distance Learning, 2(1).

Recent Language Teaching Activities Created by English Language Instructors Using Smartphones

Yıl 2022, Cilt: 6 Sayı: 2, 237 - 254, 31.12.2022
https://doi.org/10.47140/kusbder.1024541

Öz

This study specifically attempts to investigate how English language instructors use smart phones in their classes. The major focus of investigation deals with details of the activities the English instructors created with smartphones. For this purpose, ten instructors from a school of foreign languages at a university in the southeast of Turkey who reported to have used smartphones in their classes were included in the study. To collect data, the instructors were interviewed with semi-structured questions on the details of using smartphones while teaching English as a foreign language. The interviews which were transcribed were analyzed with content analysis. Each instructor described an activity that he or she created and found the most useful one while teaching a foreign language. The interpretation of the language activities have showed that language teachers create their own activities successfully with smartphones. The instructor use smartphones in every step of the teaching a foreign language such as ice-breaking, introducing a new pronunciation topic, assisting speaking skill, revising the previous topic and practicing the language out of the classroom. The instructor have become creative into tailoring the use of smartphones for their specific needs such as changing the mood of the class with a piece of song from their phone, taking the photos of the board for revision the next day, recording the voice of the learner for a valid assessment or motiving the learners to share their video of practicing a topic from the class time. In consideration of the results of the study, some suggestions were proposed like preparing interactive teaching materials resources where the instructors can share further activities as they come along.

Kaynakça

  • Aljohani, M. (2017). Principles of “constructivism” in foreign language teaching. Journal of Literature and Art Studies, 7(1), 97-107.
  • Beetham, H. & Sharpe, R., (2007). Rethinking pedagogy for a digital age: designing and delivering elearning, Abingdon: Routledge
  • Byrne, J., & Diem, R. (2014). Profiling mobile English language learners. JALT CALL Journal, 10(1), 3– 19.
  • Chang, C., Chang, C. K., & Shih, J. L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100–115. Chih-Ming Chen, C.-J. C. (2008). Personalized mobile English vocabulary learning system. Computers & Education, 624–645. Denzin, Norman K. 1978 The Research Act, 2d ed. New York: McGraw-Hill.
  • Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17. Retrieved from http://llt.msu.edu/issues/june2017/emerging.pdf
  • Hsu, C.-K., Hwang, G.-J., Chang, Y.-T., & Chang, C.-K. (2013). Effects of Video Caption Modes on English ListeningComprehension and Vocabulary Acquisition Using Handheld Devices. Educational Technology & Society, 16 (1), 403–414.
  • Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. In ReCALL, 20(3), pp. 271–289.
  • Laurillard, D. (2007). Pedagogical forms of mobile learning: Framing research questions. In N. Pachler (Ed.), Mobile learning: Towards a research agenda (pp. 153–175). London, UK: WLE Centre.
  • Mehdipour, Y., & Zerehkafi, H. (2013). Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93–101.
  • Mehta NK 2012. Mobile phone technology in English teaching: Causes & concerns. The Modern Journal of Applied Linguistics, 2(4):82-92. Available at http://www.mjal.org/removedprofiles/2013/Mobile %20Phone%20Technology.pdf. Accessed 12 November 2015.
  • Murat Saran, K. C. (n.d.). Use of Mobile Phones in Language Learning: Developing Effective Instructional Materials. Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education, (pp. 39-43).
  • Palalas, A. (2011). Mobile-assisted language learning: Designing for your students. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: Views of emergent researchers (pp. 71–94). Dublin, Ireland: Research-publishing.net.
  • Siemens, G. (2005). Connectivism: A learning theory for a digital age. International Journal o Instructional Technology and Distance Learning, 2(1).
Toplam 13 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makaleleri
Yazarlar

Nazli Aggun 0000-0002-2705-109X

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 2

Kaynak Göster

APA Aggun, N. (2022). Recent Language Teaching Activities Created by English Language Instructors Using Smartphones. Kırklareli Üniversitesi Sosyal Bilimler Dergisi, 6(2), 237-254. https://doi.org/10.47140/kusbder.1024541