Araştırma Makalesi
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İngilizce dili öğreniminde language reactor programının rolü üzerine bir araştırma: Öğrenci algıları üzerine bir metafor analizi

Yıl 2025, Cilt: 12 Sayı: 1, 50 - 66, 28.04.2025
https://doi.org/10.33710/sduijes.1614114

Öz

Bu çalışma, İngiliz Dili ve Edebiyatı bölümündeki lisans öğrencileri arasında İngilizce dil öğrenimini geliştiren çift dilli altyazılar, etkileşimli sözlükler ve cümle madenciliği özellikleri sunan dijital bir araç olan Language Reaktör ‘ün entegrasyonunu incelemektedir. Netflix gibi dijital platformların dil öğrenimi amacıyla giderek daha fazla kullanılmasıyla birlikte, Language Reaktör öğrenicilere anlama ve kelime edinimini geliştirme konusunda değerli fırsatlar sunmaktadır. Bu araştırma, öğrencilerin dil becerilerini geliştirmede programın etkinliğine dair algılarını incelemek için metafor analizini kullanmaktadır. Katılımcılar, Language Reaktör ile ilgili deneyimlerini metaforlar aracılığıyla ifade etmiş ve öğrenme kolaylaştırma, rehberlik/destek, bilgi geliştirme ve erişilebilirlik/kullanılabilirlik gibi temel temalar ortaya çıkmıştır. Bulgular, öğrencilerin Language Reaktörü özellikle kelime öğrenimi, anlama ve özgün İngilizce içeriklerle etkileşim kurma açısından pratik, destekleyici ve ilgi çekici bir araç olarak gördüğünü göstermektedir. Bu sonuçlar, dijital medya ve yapay zekâ destekli dil araçlarının yükseköğretimde öz yönelimli öğrenmeyi teşvik etme potansiyeline işaret etmektedir. Ayrıca, metafor analizi, öğrencilerin dil eğitiminde teknolojinin entegrasyonuna yönelik tutumlarını daha ayrıntılı bir şekilde anlamamızı sağlamakta ve eğitimciler için bu tür araçların etkili kullanımına yönelik stratejiler önermektedir.

Kaynakça

  • Akyıldız, S. T. (2019). Heutagogy as a pedagogical approach in higher education. Journal of Educational Leadership and Policy Studies, 3(1), 145-162.
  • Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media: Establishing the principles of self-determined learning in the digital age. IntechOpen.
  • Cameron, L., & Low, G. (1999). Researching and applying metaphor. Cambridge University Press.
  • Córdova Velázquez, I., Morales Vázquez, E., & Arias de la Cruz, A. (2023). Aprendizaje autodirigido del inglés mediante netflix y language reactor. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 9696-9717. https://doi.org/10.37811/cl_rcm.v7i1.5085
  • Çatalbaş, G., & Solmaz, O. (2024). The investigation of English language teachers’ use of literature and innovative technologies in the classroom according to various variables. Focus on ELT Journal, 6(1), 24-40.
  • Fievez, I., Montero Perez, M., Cornillie, F., & Desmet, P. (2021). Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions. Computer Assisted Language Learning, 1–26. https://doi.org/10.1080/09588221.2021.1899244.
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş. & Dalgıç, G. (2011). Validity and reliability study of technological leadership self-efficacy scale for school administrators. Kuram ve Uygulamada Eğitim Yönetimi, 17(2), 145-166.
  • Harwood, N., & Garry, G. (2003). Proofreading for academic writing: Learning and development. Routledge.
  • Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5–6), 567–589. https://doi.org/10.1080/09588221.2019.1577898.
  • Lakoff, G., & Johnson, M. (2003). Metaphors we live by (2nd ed.). University of Chicago Press.
  • Liang, W. (2021). University teachers’ technology integration in teaching English as a foreign language: Evidence from a case study in mainland China. SN Social Sciences, 1(8), 219.
  • Muñoz, C., Pattemore, A., & Avello, D. (2022). Exploring repeated captioning viewing as a way to promote vocabulary learning: the time lag between repetitions and learner factors. Computer Assisted Language Learning, 1-27.
  • Nasrullah, N. S., & Aini, N. (2024). TED-Talk through language reactor in enriching students’ English vocabulary for university level. Proceeding International Conference on Religion, Science and Education, 3, 485–489.
  • Paivio, A. (2014). Bilingual dual coding theory and memory. In R. Heredia & J. Altarriba (Eds.), Foundations of bilingual memory. Springer.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research 12(3), 329–363.
  • Suárez, M. D. M. & Gesa, F. (2022). Integrating foreign language vocabulary research into the curriculum: Extensive video viewing in the university classroom. In McCallum, L. (ed.), English language teaching: Policy and practice across the European Union. Singapore: Springer, 219–237. https://doi.org/10.1007/978-981-19-2152-013
  • Sweller J. (1988). Cognitive load during problem-solving: Effects on learning. Cognitive Science, 12 (1), 257–285.
  • Vargas, J. (2023). La Transformación Educativa: Explorando el Aprendizaje Autodirigido del Inglés a través de Language Reactor y Netflix. Revista Veritas de Difusão Científica, 4(1), 68-95.
  • Zhao, Y., & Lai, C. (2023). Technology and second language learning: Promises and problems. In Technology-mediated learning environments for young English learners (pp. 167–206). Routledge.

Exploring the Role of Language Reactor in English Language Learning: A Metaphor Analysis of Student Perceptions

Yıl 2025, Cilt: 12 Sayı: 1, 50 - 66, 28.04.2025
https://doi.org/10.33710/sduijes.1614114

Öz

This study explores the integration of Language Reactor, a digital tool that enhances English language learning through dual-language subtitles, interactive dictionaries, and sentence-mining features, among undergraduate students in an English language and literature department. With the growing popularity of streaming platforms like Netflix for language study, Language Reactor provides learners with valuable opportunities to improve comprehension and vocabulary acquisition. This research employs metaphor analysis to examine students' perceptions of the program's effectiveness in enhancing language skills. Participants described their experiences with Language Reactor through metaphors, revealing key themes such as learning facilitation, guidance/support, knowledge enhancement, and accessibility/usability. The findings indicate that students view Language Reactor as a practical, supportive, and engaging tool that aids in their language acquisition, particularly in vocabulary retention, comprehension, and interaction with authentic English content. These insights highlight the potential for digital media and AI-driven language tools to foster self-directed learning in higher education. Additionally, the metaphorical analysis provides a nuanced understanding of students' attitudes towards the integration of technology in language education, suggesting strategies for educators to guide the effective use of such tools in language classrooms.

Kaynakça

  • Akyıldız, S. T. (2019). Heutagogy as a pedagogical approach in higher education. Journal of Educational Leadership and Policy Studies, 3(1), 145-162.
  • Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media: Establishing the principles of self-determined learning in the digital age. IntechOpen.
  • Cameron, L., & Low, G. (1999). Researching and applying metaphor. Cambridge University Press.
  • Córdova Velázquez, I., Morales Vázquez, E., & Arias de la Cruz, A. (2023). Aprendizaje autodirigido del inglés mediante netflix y language reactor. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 9696-9717. https://doi.org/10.37811/cl_rcm.v7i1.5085
  • Çatalbaş, G., & Solmaz, O. (2024). The investigation of English language teachers’ use of literature and innovative technologies in the classroom according to various variables. Focus on ELT Journal, 6(1), 24-40.
  • Fievez, I., Montero Perez, M., Cornillie, F., & Desmet, P. (2021). Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions. Computer Assisted Language Learning, 1–26. https://doi.org/10.1080/09588221.2021.1899244.
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş. & Dalgıç, G. (2011). Validity and reliability study of technological leadership self-efficacy scale for school administrators. Kuram ve Uygulamada Eğitim Yönetimi, 17(2), 145-166.
  • Harwood, N., & Garry, G. (2003). Proofreading for academic writing: Learning and development. Routledge.
  • Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5–6), 567–589. https://doi.org/10.1080/09588221.2019.1577898.
  • Lakoff, G., & Johnson, M. (2003). Metaphors we live by (2nd ed.). University of Chicago Press.
  • Liang, W. (2021). University teachers’ technology integration in teaching English as a foreign language: Evidence from a case study in mainland China. SN Social Sciences, 1(8), 219.
  • Muñoz, C., Pattemore, A., & Avello, D. (2022). Exploring repeated captioning viewing as a way to promote vocabulary learning: the time lag between repetitions and learner factors. Computer Assisted Language Learning, 1-27.
  • Nasrullah, N. S., & Aini, N. (2024). TED-Talk through language reactor in enriching students’ English vocabulary for university level. Proceeding International Conference on Religion, Science and Education, 3, 485–489.
  • Paivio, A. (2014). Bilingual dual coding theory and memory. In R. Heredia & J. Altarriba (Eds.), Foundations of bilingual memory. Springer.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research 12(3), 329–363.
  • Suárez, M. D. M. & Gesa, F. (2022). Integrating foreign language vocabulary research into the curriculum: Extensive video viewing in the university classroom. In McCallum, L. (ed.), English language teaching: Policy and practice across the European Union. Singapore: Springer, 219–237. https://doi.org/10.1007/978-981-19-2152-013
  • Sweller J. (1988). Cognitive load during problem-solving: Effects on learning. Cognitive Science, 12 (1), 257–285.
  • Vargas, J. (2023). La Transformación Educativa: Explorando el Aprendizaje Autodirigido del Inglés a través de Language Reactor y Netflix. Revista Veritas de Difusão Científica, 4(1), 68-95.
  • Zhao, Y., & Lai, C. (2023). Technology and second language learning: Promises and problems. In Technology-mediated learning environments for young English learners (pp. 167–206). Routledge.
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitimde Program Değerlendirme, Hayat Boyu Öğrenme
Bölüm Makaleler
Yazarlar

Tugba Aydın Yıldız 0000-0001-5248-2484

Ferhat Karanfil 0000-0002-4767-8623

Buğra Zengin 0000-0002-7443-5256

Yayımlanma Tarihi 28 Nisan 2025
Gönderilme Tarihi 6 Ocak 2025
Kabul Tarihi 27 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 12 Sayı: 1

Kaynak Göster

APA Aydın Yıldız, T., Karanfil, F., & Zengin, B. (2025). Exploring the Role of Language Reactor in English Language Learning: A Metaphor Analysis of Student Perceptions. SDU International Journal of Educational Studies, 12(1), 50-66. https://doi.org/10.33710/sduijes.1614114
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.

ISSN:2148-9068