AN INVESTIGATION INTO THE EFFECTIVENESS OF DYNED: ATTITUDES TOWARDS ENGLISH, LANGUAGE LEARNING ANXIETY, AND LANGUAGE ACHIEVEMENT

Yıl 2022, Sayı: 62, 377 - 404, 01.05.2022

Bedirhan Ahmet Küçük , Sezen Arslan

https://doi.org/10.21764/maeuefd.1019577

Öz

This study aims to find out the effectiveness of DynED on the secondary school English as a foreign language (EFL) students’ attitude towards English, their language anxiety, and language achievement. In doing this, scales and achievement test (n=119) were administered to secondary school EFL learners through employing an experimental/control group design. While the experimental group used DynED actively, the control group received regular in-class English instruction. The statistical analyses showed that there was no significant difference in students' attitudes, language anxiety, and language achievement between the control and experimental groups. Also, it was found out that the students' anxiety, attitude, and achievement did not vary significantly in relation to their gender and grade level. Therefore, synthesizing the literature on extramural English and third-space, this study has also offered practical suggestions for curriculum developers and teachers to promote DynED use for language learning/teaching.

Anahtar Kelimeler

dyned, english language teaching, efl teachers, efl learners

Kaynakça

• Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. https://doi.org/10.1016/j.compedu.2004.10.013
• Aydın, S., & Zengin, B. (2008). Yabancı dil öğreniminde kaygı: Bir literatür özeti [Language learning anxiety: A review study]. Journal of Language and Linguistic Studies, 4(1), 81-94.
• Baş, G. (2013). Foreign language learning anxiety scale: Validity and reliability study Türkiye Sosyal Araştırmalar Dergisi, 17(2), 49-68.
• Baş, G., & Kuzucu, O. (2009). Effects of CALL method and DynED language programme on students’ achievement levels and attitudes towards the lesson in English classes. International Journal of Instructional Technology and Distance Learning, 6(7), 31-44.
• Batluk, L. (2015). Does listening to English songs motivate students to expand their extramural English? A case study of Swedish upper-secondary school students’ perceptions of possible impact of listening to vocal music on their extramural English. Linnaeus University, Sweden. Retrieved from https://www.diva-portal.org/smash/get/diva2:817139/FULLTEXT01.pdf
• Baz, F. Ç. (2010). The evaluation of dyned software programme of CALL in terms of students and teachers (MA thesis). Çukurova University, Turkey.
• Bhabha, H. (1994). The location of culture. Routledge.
• Bork, A. (1993). Technology in education: An historical perspective. In R. Muffoletto, & N. Knupfer (Eds). Computers in Education: Social, Political, and Historical Perspectives (pp.71-90). Hampton Press.
• Çakmak, B. (2012). Appraising DynEd: A study into the teaching of language skills and technical features (MA thesis). Istanbul University, Turkey.
• Çıtak, B. (2019). Students' opinions on using DynEd in a blended teaching environment (MA thesis). Uludağ University, Turkey.
• Coşkun, P. E. (2013). In computer-assisted education, the views of teachers about the supporting of Dyned programme English lessons in primary schools: The sample of Kırşehir. (MA thesis). Ahi Evran University, Turkey.
• Davies, G. (2016). Computer assisted language learning (CALL). Center for Languages, Linguistic & Area Studies. https://www.llas.ac.uk/resources/gpg/61
• De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English throughout- of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition, 23(1), 171-185. https://doi.org/10.1017/S1366728918001062
• Dewey, M. (2007). English as a lingua franca and globalization: An interconnected perspective. International Journal of Applied Linguistics,17(3), 332-354. https://doi.org/10.1111/j.1473-4192.2007.00177.x
• Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? ELT Journal, 66(4), 533-542. https://doi.org/10.1093/elt/ccs050
• Egbert, J. (2005). CALL essentials. Principles and practice in CALL classrooms. Teachers of English to Speakers of Other Languages (TESOL), USA.
• Ellis, N. C., & Wulff, S. (2014). Usage–based approaches to SLA. New York: Routledge.
• Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93- 106.
• George, D. & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update. Pearson.
• Goldman, Z. W., & Martin, M. M. (2016). Millennial students in the college classroom: Adjusting to academic entitlement. Communication Education, 65(3), 365-367. https://doi.org/10.1080/03634523.2016.1177841
• Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning & Technology, 3(1), 88-103.
• Hilton, J. (2006). The future for higher education: Sunrise or perfect storm? Educause Review, 41(2), 59-60.
• Hussain, M. A., Shadid, S., & Zaman, A. (2011). Anxiety and attitude of secondary school students towards foreign language learning. Procedia-Social and Behavioral Sciences, 29, 583-590. https://doi.org/10.1016/j.sbspro.2011.11.279
• Imhof, M., Vollmeyer, R., & Beirlein, C. (2007). Computer use and the gender gap: The issue of access, use, motivation, and performance. Computers in Human Behavior, 23(6), 2823-2837. https://doi.org/10.1016/j.chb.2006.05.007
• İnal, M., & Korkmaz, Ö. (2019). The effect of web based blended learning on students’ academic achievement and attitudes towards English course. Education and Information Technologies, 24, 2603-2619. https://doi.org/10.1007/s10639-019-09890-7
• Kirkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. https://doi.org/10.1177/0033688207079696
• Kuhlthau, C., & Cole, C. (2012). Third space as an information system and services intervention methodology for engaging the user's deepest levels of information need. Proceedings of the American Society for Information Science and Technology, 49, 1-6. https://doi.org/10.1002/meet.14504901074
• Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century. Abc-Clio.
• Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford University Press. Lubis, M. A., Yunus, M. M., & Embi, M. A. (2010). ICT and systematic steps in teaching and learning language in the classroom. Procedia-Social and Behavioral Sciences, 9, 1055-1061. https://doi.org/10.1016/j.sbspro.2010.12.285
• Meri, S. (2011). Autonomous computer-assisted language learning: Turkish primary school students’ perceptions of DynED software (MA thesis). University of Southampton, United Kingdom.
• Mete, H. (2010). Scaling learner autonomy in the context of DynEd in distance English teaching (Doctoral dissertation. Istanbul University, Turkey.
• Ministry of National Education (MoNE). (2017). Dyned İngilizce dil eğitimi kullanım kılavuzu. [Manual for using Dyned]. Retrieved from http://yalova.meb.gov.tr/meb_iys_dosyalar/2017_10/03152719_DynEd_Yn gilizce_Dil_EYitimi_KullanYm_KYlavuzu.pdf
• Ministry of National Education (MoNE). (2019). Kazanım testleri [Achievement tests]. Retrieved from http://odsgm.meb.gov.tr/destekmateryal/
• Ocak, G., & Karakuş, G. (2018). Pre-Service teachers’ digital literacy self-efficacy scale development. Kastamonu Education Journal, 26(5), 1427-1436.
• Orakcı, Ş. (2017). The effect of the application of learning activities based on learner autonomy on the 6th grade students' English achievements, attitudes, learning autonomy and retention of knowledge (Doctoral dissertation). Gazi University, Turkey.
• Önal, F. (2015). The analysis of the effects of DYNED software on students' achievement, cognitive load level and in terms of design (MA thesis). Gazi University, Turkey.
• Özek, M. B., & Pektaş, M. (2016). Ortaokul öğrencilerinin İngilizce öğretiminde DynEd programını kullanmaya ilişkin tutum ve motivasyonları [Secondary school students’ attitudes and motivation towards DynEd]. Journal of Instructional Technologies & Teacher Education, 5(1), 32-38.
• Özüdoğru, F., & Adıgüzel, O. C. (2015). Evaluation of primary school 2nd grade English language teaching curriculum. Turkish Studies, 10(11), 1251-1276. http://dx.doi.org/10.7827/TurkishStudies.8692
• Pool, C.R. (1997). A new digital literacy: A conversation with Paul Gilster. Educational Leadership, 55(3), 6-11. Sarıcaoğlu, A. (2010). The use of the international computer-assisted language learning program “Dynamic English”(DynEd) in primary schools in Turkey (MA thesis). Hacettepe University.
• Selçuk, H. E. (2016). Dyned Programının Uygulanabilme Etkililiği Hakkında Öğrenci Görüşleri (Safranbolu Örneği) (MA thesis). Adıyaman University, Turkey.
• Shaikh, G., Koçak, Ö., & Göksu, İ. (2021). Does DynEd affect students' attitudes and language skills in EFL? A case study. Teaching English with Technology, 21(1), 75-93.
• Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary (Doctoral dissertation). Karlstad University, Sweden.
• Sundqvist, P., & Olin-Scheller, C. (2013). Classroom vs. extramural English: Teachers dealing with demotivation. Language and Linguistics Compass, 7(6), 329-338.
• Şengel, E., Öncü, S., & Göktalay, Ş. B. (2014). Achievement in language learning: Effects of various computer assisted activities and computer literacy. Hacettepe University Journal of Education, 29(1), 267-279.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
• Ucur, A. (2010). Students’ thoughts about practicability effectiveness of DynED program (An example of Safranbolu). (MA thesis). Sakarya University, Turkey.
• Uras, S., K. (2018). Effects of Dyned mobile software's on high school students' academic achievement of English lessons (MA thesis). Ege University, Turkey.