Yıl 2018,
, 53 - 70, 17.07.2018
Hatice Karaaslan
Nurseven Kılıc
Gamze Guven-yalcın
Abdulkadir Gullu
Kaynakça
- Abidoye, J. A. (2015). The effect of blended learning instructional approach on secondary
school students’ academic achievement in geography in Akure, Ondo State,
Nigeria. Research Journal of Educational Studies and Review, 1(5), 106–110.
Asgari, A., & Mustapha, G. B. (2011). The Type of Vocabulary Learning Strategies Used by
ESL Students in University Putra Malaysia. English language teaching, 4(2), 84-
90.
Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction
and further strengthen e-learning implementation. Computers in Human
Behavior, 63, 704–716. https://doi.org/10.1016/j.chb.2016.05.060
Bayındır, H. (2003). An investigation of students’ attitudes towards brain based
applications in English Composition Skills II course: A case study. (Unpublished
Master’s Thesis). Middle East Technical University, Ankara, Turkey.
Beyth-Marom, R., Saporta, K. & Caspi, A. (2005). Synchronous vs. Asynchronous Tutorials:
Factors Affecting Students’ Preferences and Choices. Journal of Research on
Technology in Education, 37(3), 245–262.
https://doi.org/10.1080/15391523.2005.10782436
Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding
the impact of computer games. Entertainment Computing, 2(2), 69–74.
https://doi.org/10.1016/j.entcom.2010.12.002
Brown, C., & Czerniewicz, L. (2010). Debunking the “digital native”: Beyond digital
apartheid, t
69
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and
feedback on motivation and learning effectiveness. Computers and Education, 67,
156–167. https://doi.org/10.1016/j.compedu.2013.02.019
Faiella, F., & Ricciardi, M. (2015). Gamification and learning: a review of issues and
research. Journal of e-Learning and Knowledge Society, 11(3), 13-21.
Flores Rojas, M. M. (2008) Exploring Vocabulary Acquisition Strategies For EFL Advanced
Learners. MA TESOL Collection. Paper 192.
http://digitalcollections.sit.edu/ipp_collection/192
Ghanbaran, S., & Ketabi, S. (2014). Multimedia Games and Vocabulary Learning. Theory
and Practice in Language Studies, 4(3), 489–496.
https://doi.org/10.4304/tpls.4.3.489-496
Gill, D. (2009). Effective Blended Learning Techniques. Journal of College Teaching &
Learning, 6(2), 1–14.
Gorjian, B., Moosavinia, S. R., Ebrahimi Kavari, K., Asgari, P., & Hydarei, A. (2011). The
impact of asynchronous computer-assisted language learning approaches on
English as a foreign language high and low achievers' vocabulary retention and
recall. Computer Assisted Language Learning, 24(5), 383-391.
https://doi.org/10.1080/09588221.2011.552186
Hartman, J., Dziuban, C., & Moskal, P. (2007). Strategic initiatives in the online
environment: opportunities and challenges. On the Horizon, 15(3), 157–168.
https://doi.org/10.1108/10748120710825040
Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British
Educational Research Journal, 36(3), 503–520.
https://doi.org/10.1080/01411920902989227
Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Educause Quarterly,
31(4), 51–55. https://doi.org/citeulike-article-id:8060645
Hunston, S. (2010) Corpora in Applied Linguistics. Cambridge: Cambridge University
Press.
Hwang, G., Shi, Y., & Chu, H. (2011). A concept map approach to developing collaborative
Mindtools for context-aware ubiquitous learning. British Journal of Educational
Technology, 42(5), 778–789. https://doi.org/10.1111/j.1467-
8535.2010.01102.x
Ja’ashan, M. M. N. H. (2015). Perceptions and Attitudes towards Blended Learning for
English Courses: A Case Study of Students at University of Bisha. English
Language Teaching, 8(9), 40–50. https://doi.org/10.5539/elt.v8n9p40
Jung, J., & Graf, S. (2008, July). An approach for personalized web-based vocabulary
learning through word association games. In Applications and the Internet, 2008.
SAINT 2008. International Symposium on (pp. 325-328). IEEE.
https://doi.org/10.1109/SAINT.2008.63
Koivisto J. & Hamari J. (2014), Demographic differences in perceived benefit from
gamification. Computers in Human Behavior, 35, 179-188.
Lane-Kelso, M. (2015) The Pedagogy of Flipped Instruction in Oman. The Turkish Online
Journal of Educational Technology-TOJET, 14(1), 143 – 150.
Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging
mobile technology for sustainable seamless learning: A research agenda. British
Journal of Educational Technology, 41(2), 154–169.
https://doi.org/10.1111/j.1467-8535.2008.00912.x
70
Lukassen, N. B., Pedersen, A., Nielsen, A., Wahl, C., & Sorensen, E. K. (2014, October).
Digital Education With IT: How to Create Motivational and Inclusive Education in
Blended Learning Environments Using Flipped Learning-A Study in Nurse
Education. In European Conference on e-Learning (p. 305). Academic
Conferences International Limited.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: a taxonomy of intrinsic
motivations for learning. In Aptitude, learning and instruction: Vol. 3. Conative
and affective process analysis (pp. 223–253). Hillsdale, NJ: Lawrence Erlbaum.
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study
on the use of mobile technology. Computers and Education, 68, 76–85.
https://doi.org/10.1016/j.compedu.2013.04.021
Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education,
59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
O’Keeffe, A., McCarthy, M. and Carter, R. (2007) From Corpus to Classroom: Language use
and language teaching. Cambridge: Cambridge University Press.
Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of
techniques. TESL Canada Journal, 7(2), 09-30.
Park, Y., Yu, J. H., & Jo, I. H. (2016). Clustering blended learning courses by online
behavior data case study in a Korean higher education institute. Internet and
Higher Education, 29, 1–11. https://doi.org/10.1016/j.iheduc.2015.11.001
Pivec, M. (2007). Editorial: Play and learn: potentials of game-based learning. British
Journal of Educational Technology, 38(3), 387–393.
Pivec, M., Dziabenko, O., & Schinnerl, I. (2004). Game-based learning in universities and
lifelong learning: “UniGame: Social Skills and Knowledge Training” game
concept. Journal of Universal Computer Science, 10(1), 14–26.
Prensky, M. (2001). On the Horizon. “Digital Natives, Digital Immigrants Part 1,”9(5), 1–
6. https://doi.org/10.1108/10748120110424816
Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology,
43(6), 51–54. https://doi.org/10.1021/es2033229
Strayer, J. F., (2012). How learning in an inverted classroom influences cooperation,
innovation and task orientation. Learning Environment Research 15(2), 171 –
193.
Zimmerman, C. B., (2009). Word Knowledge: A vocabulary teacher’s handbook. Oxford:
Oxford University Press.
Students’ Reflections on Vocabulary Learning through Synchronous and Asynchronous Games and Activities
Yıl 2018,
, 53 - 70, 17.07.2018
Hatice Karaaslan
Nurseven Kılıc
Gamze Guven-yalcın
Abdulkadir Gullu
Öz
Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with such media might serve a set of purposes in any educational setting. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students’ vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students’ reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.
Kaynakça
- Abidoye, J. A. (2015). The effect of blended learning instructional approach on secondary
school students’ academic achievement in geography in Akure, Ondo State,
Nigeria. Research Journal of Educational Studies and Review, 1(5), 106–110.
Asgari, A., & Mustapha, G. B. (2011). The Type of Vocabulary Learning Strategies Used by
ESL Students in University Putra Malaysia. English language teaching, 4(2), 84-
90.
Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction
and further strengthen e-learning implementation. Computers in Human
Behavior, 63, 704–716. https://doi.org/10.1016/j.chb.2016.05.060
Bayındır, H. (2003). An investigation of students’ attitudes towards brain based
applications in English Composition Skills II course: A case study. (Unpublished
Master’s Thesis). Middle East Technical University, Ankara, Turkey.
Beyth-Marom, R., Saporta, K. & Caspi, A. (2005). Synchronous vs. Asynchronous Tutorials:
Factors Affecting Students’ Preferences and Choices. Journal of Research on
Technology in Education, 37(3), 245–262.
https://doi.org/10.1080/15391523.2005.10782436
Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding
the impact of computer games. Entertainment Computing, 2(2), 69–74.
https://doi.org/10.1016/j.entcom.2010.12.002
Brown, C., & Czerniewicz, L. (2010). Debunking the “digital native”: Beyond digital
apartheid, t
69
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and
feedback on motivation and learning effectiveness. Computers and Education, 67,
156–167. https://doi.org/10.1016/j.compedu.2013.02.019
Faiella, F., & Ricciardi, M. (2015). Gamification and learning: a review of issues and
research. Journal of e-Learning and Knowledge Society, 11(3), 13-21.
Flores Rojas, M. M. (2008) Exploring Vocabulary Acquisition Strategies For EFL Advanced
Learners. MA TESOL Collection. Paper 192.
http://digitalcollections.sit.edu/ipp_collection/192
Ghanbaran, S., & Ketabi, S. (2014). Multimedia Games and Vocabulary Learning. Theory
and Practice in Language Studies, 4(3), 489–496.
https://doi.org/10.4304/tpls.4.3.489-496
Gill, D. (2009). Effective Blended Learning Techniques. Journal of College Teaching &
Learning, 6(2), 1–14.
Gorjian, B., Moosavinia, S. R., Ebrahimi Kavari, K., Asgari, P., & Hydarei, A. (2011). The
impact of asynchronous computer-assisted language learning approaches on
English as a foreign language high and low achievers' vocabulary retention and
recall. Computer Assisted Language Learning, 24(5), 383-391.
https://doi.org/10.1080/09588221.2011.552186
Hartman, J., Dziuban, C., & Moskal, P. (2007). Strategic initiatives in the online
environment: opportunities and challenges. On the Horizon, 15(3), 157–168.
https://doi.org/10.1108/10748120710825040
Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British
Educational Research Journal, 36(3), 503–520.
https://doi.org/10.1080/01411920902989227
Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Educause Quarterly,
31(4), 51–55. https://doi.org/citeulike-article-id:8060645
Hunston, S. (2010) Corpora in Applied Linguistics. Cambridge: Cambridge University
Press.
Hwang, G., Shi, Y., & Chu, H. (2011). A concept map approach to developing collaborative
Mindtools for context-aware ubiquitous learning. British Journal of Educational
Technology, 42(5), 778–789. https://doi.org/10.1111/j.1467-
8535.2010.01102.x
Ja’ashan, M. M. N. H. (2015). Perceptions and Attitudes towards Blended Learning for
English Courses: A Case Study of Students at University of Bisha. English
Language Teaching, 8(9), 40–50. https://doi.org/10.5539/elt.v8n9p40
Jung, J., & Graf, S. (2008, July). An approach for personalized web-based vocabulary
learning through word association games. In Applications and the Internet, 2008.
SAINT 2008. International Symposium on (pp. 325-328). IEEE.
https://doi.org/10.1109/SAINT.2008.63
Koivisto J. & Hamari J. (2014), Demographic differences in perceived benefit from
gamification. Computers in Human Behavior, 35, 179-188.
Lane-Kelso, M. (2015) The Pedagogy of Flipped Instruction in Oman. The Turkish Online
Journal of Educational Technology-TOJET, 14(1), 143 – 150.
Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging
mobile technology for sustainable seamless learning: A research agenda. British
Journal of Educational Technology, 41(2), 154–169.
https://doi.org/10.1111/j.1467-8535.2008.00912.x
70
Lukassen, N. B., Pedersen, A., Nielsen, A., Wahl, C., & Sorensen, E. K. (2014, October).
Digital Education With IT: How to Create Motivational and Inclusive Education in
Blended Learning Environments Using Flipped Learning-A Study in Nurse
Education. In European Conference on e-Learning (p. 305). Academic
Conferences International Limited.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: a taxonomy of intrinsic
motivations for learning. In Aptitude, learning and instruction: Vol. 3. Conative
and affective process analysis (pp. 223–253). Hillsdale, NJ: Lawrence Erlbaum.
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study
on the use of mobile technology. Computers and Education, 68, 76–85.
https://doi.org/10.1016/j.compedu.2013.04.021
Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education,
59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
O’Keeffe, A., McCarthy, M. and Carter, R. (2007) From Corpus to Classroom: Language use
and language teaching. Cambridge: Cambridge University Press.
Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of
techniques. TESL Canada Journal, 7(2), 09-30.
Park, Y., Yu, J. H., & Jo, I. H. (2016). Clustering blended learning courses by online
behavior data case study in a Korean higher education institute. Internet and
Higher Education, 29, 1–11. https://doi.org/10.1016/j.iheduc.2015.11.001
Pivec, M. (2007). Editorial: Play and learn: potentials of game-based learning. British
Journal of Educational Technology, 38(3), 387–393.
Pivec, M., Dziabenko, O., & Schinnerl, I. (2004). Game-based learning in universities and
lifelong learning: “UniGame: Social Skills and Knowledge Training” game
concept. Journal of Universal Computer Science, 10(1), 14–26.
Prensky, M. (2001). On the Horizon. “Digital Natives, Digital Immigrants Part 1,”9(5), 1–
6. https://doi.org/10.1108/10748120110424816
Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology,
43(6), 51–54. https://doi.org/10.1021/es2033229
Strayer, J. F., (2012). How learning in an inverted classroom influences cooperation,
innovation and task orientation. Learning Environment Research 15(2), 171 –
193.
Zimmerman, C. B., (2009). Word Knowledge: A vocabulary teacher’s handbook. Oxford:
Oxford University Press.