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High school students’ attitudes towards ICT and media tools in learning English and academic self-efficacy beliefs

Yıl 2019, Sayı: 17, 298 - 308, 21.12.2019
https://doi.org/10.29000/rumelide.656758

Öz

The present study aims to examine the relationship between high school students’ academic self-efficacy perceptions and their attitudes towards the use of media and information technology tools in learning English as well as the effects of gender and grade level on these variables. To this end, 249 Anatolian High School students in Istanbul from different grade levels took the Attitude Scale for the Use of Media and Information Technology Tools in Learning English (Güven, 2015) and the Academic Self Efficacy Scale (Kandemir , 2010). Descriptive and inferential statistical methods were carried out to analyze the quantitative data. The results showed that female students feel academically more self-efficient although no difference emerged between males and females in terms of their attitudes towards ICT and media tools in learning English. An incremental pattern was also observed in that students from the higher grade levels have more positive attitudes and feel more self-efficacious than students in the lower grades. In addition, correlational analyses showed that the students with a positive attitude towards ICT and media tools in learning English have higher academic self- efficacy levels. Likewise, the students with negative attitudes towards ICT and media tools had lower academic self-efficacy ratings.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. Ajzen I. (2005). Attitudes, Personality, and Behavior (2nd ed.). Maidenhead, UK: Open University Press. Akdağ I. & Walter J. (2005). Öğretmen adaylarinin mesleki yeterlilik duygusu. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 3(4): 127-131. Anderson, J. (2010). ICT transforming education: A regional guide. Bangkok: UNESCO. Ardies, J., De Maeyer, S., & Gijbels, D. (2013). Reconstructing the pupils’ attitude towards technology-survey. Design and Technology Education: An International Journal, 18 (1), 8-19. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman/Times Books/ Henry Holt & Co. Busch, T. (1995). Gender Differences in Self-Efficacy and Attitudes toward Computers. Journal of Educational Computing Research, 12(2), 147–158. Cheng, K. (2006). A research study on students’ level of acceptance in applying e-learning for business course: A case study on a Technical College in Taiwan. Journal of American Academy of Business, 8(2), 265-272. Cooper, J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22, 320- 334. Dickinson, L. (1995). Autonomy and motivation: A literature review. System, (23)2, 165-174. Dudeney, G. & Hockly, N. (2012). ICT in ELT: How Did We Get Here and Where Are We Going? ELT Journal, 64(4), 533–542. Dunkel, P. (1990). Implications of the CAI effectiveness research for limited English proficient learners. Computers in the Schools, 7, (1/2), 31-52. Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for Life in a Digital Age –The IEA International Computer and Information Literacy Study. International Report. Amsterdam: IEA. Galavis, B. (1998). Computers and the EFL class: Their advantages and a possible outcome, the autonomous learner. English Teaching Forum, 36 (4) 27-29. George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10th ed.) Boston: Pearson. Goode, J. (2010). Mind the gap: The digital dimension of college access. The Journal of Higher Education, 81, 583–618. Güven, Z. Z. (2015). The use of ICT and media tools in learning English: A scale development study. International Journal of Languages' Education and Teaching, 3 (2), 312-323. Hakkarainen, Kai & Ilomäki, Liisa & Lipponen, Lasse & Muukkonen, Hanni & Veermans, Marjaana & Tuominen, Taneli & Lakkala, Minna & Lehtinen, Erno. (2000). Students' skills and practices of using ICT: Results of a national assessment in Finland. Computers & Education. 34, 103-117. Hargittai, E& Shafer, S. (2006). Differences in Actual and Perceived Online Skills: The Role of Gender. Social Science Quarterly, 87 (2), 432-448. Hatlevik, O.E., Throndsen, I., Loi M & Gudmundsdottir, G.B. (2017). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers and Education, 118, 107-119. Hatlevik, O. E., Throndsen, I., Loi, M. & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships, Computers and Education, 118, 107-119. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon. Huang, C. (2013). Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education, 28 (1), 1-35. Kahraman, S. & Yılmaz, Z. A. (2018). In-service teachers’ internet self-efficacy: A re-examination of gender differences. Turkish Online Journal of Distance Education, 19(2), 72-85. Kandemir, M. (2010). Akademik Erteleme Davranışını Açıklayıcı Bir Model. (Unpublished PhD thesis). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Katz, Y. J., Evans, T., & Francis, L. J. (1995). The reliability and validity of the Hebrew version of the Bath County computer attitude scale. Journal of Educational Computing Research,13(3). 237-244. Koçer M. (2014). Ortaokul öğrencilerinin benlik algilari ile akademik özyeterlik düzeyleri arasindaki ilişkinin incelenmesi: Zonguldak ili örneği. (Unpublished MA thesis). İzmir: Dokuz Eylül Üniversitesi. Litt, E. (2013). Measuring users’ internet skills: A review of past assessments and a look toward the future. New Media & Society, 15, 612-630. Meelissen, M.R.M. & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behavior, 23(4), 1762-1776. Moos, D. C., & Azevedo, R. (2009). Learning with computer-based learning environments: A literature review of computer self-efficacy, Review of Educational Research, 79(2), 576–601. Nelson, L.J. & Cooper, J. (1997). Gender differences in children’s reactions to success and failure with computers. Computers in Human Behavior, 13, 247-267. O'Banion, T. (1997). Creating more learning-centered community colleges. League for Innovation in the Community College People Soft, Inc., 1-37. Özdemir M. S. (2008). Sınıf öğretmeni adaylarinin öğretim sürecine ilişkin öz- yeterlik inançlarinin çeşitli değişkenler açisindan incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 54, 277-306. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. Potvin, P. & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129. Recber, S., Isiksal, M., & Koc, Y. (2017). Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type. Anales De Psicología / Annals of Psychology, 34(1), 41-51. Sachitra, V. & Bandara, U. (2017). Measuring the academic self-efficacy of undergraduates: The role of gender and academic year experience. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences, 11 (2), 2608-2613. Sarıçoban, A. & Behjoo, B. M. (2016). Academic self-efficacy and prospective ELT teachers’ achievement. Journal of Language and Linguistics Studies, 12(1), 55-62. Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 35-53). New York, NY, US: Routledge/Taylor & Francis Group. Suri, G., & Sharma, S. (2013). The impact of gender on attitude towards computer technology and e-learning: An exploratory study of Punjab University, India. International Journal of Engineering Research, 2(2), 132-136. Teo, T., Milutinovi C. V., & Zhou, M. (2016). Modelling Serbian pre-service teachers' attitudes towards computer use: A SEM and MIMIC approach. Computers & Education, 94(7), 77-88. Tømte, C. & Hatlevik, O. E. (2011). Gender-differences in Self-efficacy ICT related to various ICT-user profiles in Finland and Norway. How do self-efficacy, gender and ICT-user profiles relate to findings from PISA 2006. Computers & Education, 57 (1), 1416-1424. Trinh, V. D. (2018). Non-English majored learners’ attitude toward EFL teachers’ use of ICT tools in teaching listening. European Journal of Education Studies, 4 (2), 72-87. Tsai, P-S., Tsai, C-C. & Hwang, G.-H. (2010). Elementary school students' attitudes and self-efficacy of using PDAs in a ubiquitous learning context. Australasian Journal of Educational Technology, 26(3), 297-308. Warschauer, M. & Kern, R. (2000). Network-based Language Teaching: Concept and Practice. Cambridge: Cambridge University Press. Whitley, B.E. (1997). Gender Differences in Computer-Related Attitudes and Behavior: A Meta- Analysis. Computers in Human Behavior, 13(1), 1-22. Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 682-687.

Lise öğrencilerinin İngilizce öğrenmede medya ve bilgi teknolojisi araçlarının kullanımına yönelik tutumları ve akademik öz-yeterlik algıları

Yıl 2019, Sayı: 17, 298 - 308, 21.12.2019
https://doi.org/10.29000/rumelide.656758

Öz

Bu çalışma, lise öğrencilerinin akademik öz-yeterlik algıları ile İngilizce öğrenmede medya ve bilgi teknolojisi araçlarının kullanımına yönelik tutumları arasındaki ilişki ile cinsiyet ve sınıf düzeyinin bu değişkenler üzerindeki etkilerini incelemeyi amaçlamaktadır. Bu amaçla, İstanbul'daki farklı sınıf düzeylerinden 249 Anadolu Lisesi öğrencisine İngilizce Öğrenmede Medya ve Bilgi Teknolojisi Araçlarının Kullanımı Tutum Ölçeği (Güven, 2016) ve Akademik Öz Yeterlilik Ölçeği (Kandemir, 2010) uygulandı. Nicel verileri analiz etmek için betimsel ve çıkarımsal istatistiksel metotlar kullanılmıştır. Sonuçlar, İngilizce öğrenmede BIT ve medya araçlarına karşı tutumları bakımından kız ve erkek öğrenciler arasında hiçbir fark bulunmadığı halde, kız öğrencilerin akademik olarak kendilerini daha yeterli hissettiklerini göstermiştir. Ayrıca, üst sınıf seviyelerindeki öğrencilerin daha olumlu tutumlara sahip oldukları ve alt sınıflardaki öğrencilerden daha fazla öz-yeterlilik hissettikleri konusunda artan bir eğilim gözlemlenmiştir. Ek olarak, korrelasyon analizleri, bilgi ve iletişim teknolojileri ve İngilizce öğrenmede medya araçlarına karşı olumlu bir tutum sergileyen öğrencilerin akademik öz-yeterlik düzeylerinin daha yüksek olduğunu göstermiştir. Aynı şekilde, bilgi ve iletişim teknolojileri ve medya araçlarına karşı olumsuz tutumları olan öğrenciler daha az akademik öz-yeterlilik derecelerine sahiptir.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. Ajzen I. (2005). Attitudes, Personality, and Behavior (2nd ed.). Maidenhead, UK: Open University Press. Akdağ I. & Walter J. (2005). Öğretmen adaylarinin mesleki yeterlilik duygusu. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 3(4): 127-131. Anderson, J. (2010). ICT transforming education: A regional guide. Bangkok: UNESCO. Ardies, J., De Maeyer, S., & Gijbels, D. (2013). Reconstructing the pupils’ attitude towards technology-survey. Design and Technology Education: An International Journal, 18 (1), 8-19. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman/Times Books/ Henry Holt & Co. Busch, T. (1995). Gender Differences in Self-Efficacy and Attitudes toward Computers. Journal of Educational Computing Research, 12(2), 147–158. Cheng, K. (2006). A research study on students’ level of acceptance in applying e-learning for business course: A case study on a Technical College in Taiwan. Journal of American Academy of Business, 8(2), 265-272. Cooper, J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22, 320- 334. Dickinson, L. (1995). Autonomy and motivation: A literature review. System, (23)2, 165-174. Dudeney, G. & Hockly, N. (2012). ICT in ELT: How Did We Get Here and Where Are We Going? ELT Journal, 64(4), 533–542. Dunkel, P. (1990). Implications of the CAI effectiveness research for limited English proficient learners. Computers in the Schools, 7, (1/2), 31-52. Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for Life in a Digital Age –The IEA International Computer and Information Literacy Study. International Report. Amsterdam: IEA. Galavis, B. (1998). Computers and the EFL class: Their advantages and a possible outcome, the autonomous learner. English Teaching Forum, 36 (4) 27-29. George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10th ed.) Boston: Pearson. Goode, J. (2010). Mind the gap: The digital dimension of college access. The Journal of Higher Education, 81, 583–618. Güven, Z. Z. (2015). The use of ICT and media tools in learning English: A scale development study. International Journal of Languages' Education and Teaching, 3 (2), 312-323. Hakkarainen, Kai & Ilomäki, Liisa & Lipponen, Lasse & Muukkonen, Hanni & Veermans, Marjaana & Tuominen, Taneli & Lakkala, Minna & Lehtinen, Erno. (2000). Students' skills and practices of using ICT: Results of a national assessment in Finland. Computers & Education. 34, 103-117. Hargittai, E& Shafer, S. (2006). Differences in Actual and Perceived Online Skills: The Role of Gender. Social Science Quarterly, 87 (2), 432-448. Hatlevik, O.E., Throndsen, I., Loi M & Gudmundsdottir, G.B. (2017). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers and Education, 118, 107-119. Hatlevik, O. E., Throndsen, I., Loi, M. & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships, Computers and Education, 118, 107-119. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon. Huang, C. (2013). Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education, 28 (1), 1-35. Kahraman, S. & Yılmaz, Z. A. (2018). In-service teachers’ internet self-efficacy: A re-examination of gender differences. Turkish Online Journal of Distance Education, 19(2), 72-85. Kandemir, M. (2010). Akademik Erteleme Davranışını Açıklayıcı Bir Model. (Unpublished PhD thesis). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Katz, Y. J., Evans, T., & Francis, L. J. (1995). The reliability and validity of the Hebrew version of the Bath County computer attitude scale. Journal of Educational Computing Research,13(3). 237-244. Koçer M. (2014). Ortaokul öğrencilerinin benlik algilari ile akademik özyeterlik düzeyleri arasindaki ilişkinin incelenmesi: Zonguldak ili örneği. (Unpublished MA thesis). İzmir: Dokuz Eylül Üniversitesi. Litt, E. (2013). Measuring users’ internet skills: A review of past assessments and a look toward the future. New Media & Society, 15, 612-630. Meelissen, M.R.M. & Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behavior, 23(4), 1762-1776. Moos, D. C., & Azevedo, R. (2009). Learning with computer-based learning environments: A literature review of computer self-efficacy, Review of Educational Research, 79(2), 576–601. Nelson, L.J. & Cooper, J. (1997). Gender differences in children’s reactions to success and failure with computers. Computers in Human Behavior, 13, 247-267. O'Banion, T. (1997). Creating more learning-centered community colleges. League for Innovation in the Community College People Soft, Inc., 1-37. Özdemir M. S. (2008). Sınıf öğretmeni adaylarinin öğretim sürecine ilişkin öz- yeterlik inançlarinin çeşitli değişkenler açisindan incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 54, 277-306. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. Potvin, P. & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129. Recber, S., Isiksal, M., & Koc, Y. (2017). Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type. Anales De Psicología / Annals of Psychology, 34(1), 41-51. Sachitra, V. & Bandara, U. (2017). Measuring the academic self-efficacy of undergraduates: The role of gender and academic year experience. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences, 11 (2), 2608-2613. Sarıçoban, A. & Behjoo, B. M. (2016). Academic self-efficacy and prospective ELT teachers’ achievement. Journal of Language and Linguistics Studies, 12(1), 55-62. Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137. Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 35-53). New York, NY, US: Routledge/Taylor & Francis Group. Suri, G., & Sharma, S. (2013). The impact of gender on attitude towards computer technology and e-learning: An exploratory study of Punjab University, India. International Journal of Engineering Research, 2(2), 132-136. Teo, T., Milutinovi C. V., & Zhou, M. (2016). Modelling Serbian pre-service teachers' attitudes towards computer use: A SEM and MIMIC approach. Computers & Education, 94(7), 77-88. Tømte, C. & Hatlevik, O. E. (2011). Gender-differences in Self-efficacy ICT related to various ICT-user profiles in Finland and Norway. How do self-efficacy, gender and ICT-user profiles relate to findings from PISA 2006. Computers & Education, 57 (1), 1416-1424. Trinh, V. D. (2018). Non-English majored learners’ attitude toward EFL teachers’ use of ICT tools in teaching listening. European Journal of Education Studies, 4 (2), 72-87. Tsai, P-S., Tsai, C-C. & Hwang, G.-H. (2010). Elementary school students' attitudes and self-efficacy of using PDAs in a ubiquitous learning context. Australasian Journal of Educational Technology, 26(3), 297-308. Warschauer, M. & Kern, R. (2000). Network-based Language Teaching: Concept and Practice. Cambridge: Cambridge University Press. Whitley, B.E. (1997). Gender Differences in Computer-Related Attitudes and Behavior: A Meta- Analysis. Computers in Human Behavior, 13(1), 1-22. Yılmaz, C. (2010). The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 682-687.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Türk dili, kültürü ve edebiyatı
Yazarlar

Burcu Ünal (varol) Bu kişi benim 0000-0003-1238-1018

Suzan Kavanoz Bu kişi benim 0000-0001-7458-4684

Aysun Güler Bu kişi benim 0000-0001-5548-8400

Nihan Karabulut Bu kişi benim 0000-0001-8211-1924

Yayımlanma Tarihi 21 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Sayı: 17

Kaynak Göster

APA Ünal (varol), B., Kavanoz, S., Güler, A., Karabulut, N. (2019). High school students’ attitudes towards ICT and media tools in learning English and academic self-efficacy beliefs. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(17), 298-308. https://doi.org/10.29000/rumelide.656758