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The Effect of Delivering Concept Cartoons in Mobile Learning Environments on Learning English Idioms in Secondary Education

Yıl 2017, Cilt: 14 Sayı: 1, 815 - 855, 15.09.2017

Öz

The use of mobile
technology at secondary education level may be one of the effective strategies
to meet the needs of today's students who want to learn a foreign language. Foreign
language learners should learn idioms of a language as well as its words and
grammatical structures.
In this sense,
concept cartoons can be thought of as an effective tool that can be used to
embody abstract concepts for teaching idioms.
This study aims to investigate the effect of delivering
concept cartoons in different learning environments on learning English idioms.
To this end, a blended learning environment with a learning management system
was developed for 7th grade students. The effect of concept cartoons
on academic acheievement and retention levels
of English language idioms was determined when concept cartoons were delivered
through Whatsapp application in mobile environment in the experimental group and
presented in face-to-face learning environment in the control group. In this research,
a
sequential
explanatory mixed method model was used.
The quantitative data of the study were
collected via an achievement test used as a pretest, posttest, and retention
test while a focus grup interview was conducted for qualitative data.
The findings indicate that delivery of
concept cartoons to students through mobile learning and in face to face
learning environments did not create a significant difference in participants’
academic achievement and retention levels. Nonetheless, the students’
experiences regarding concept cartoons and mobile learning environment were
found positive. Research findings contribute to the media or method discussion. 

Kaynakça

  • Akamca, G. Ö., Ellez, A. M. ve Hamurcu, H. (2009). Effects of computer aided concept cartoons on learning outcomes. Procedia-Social and Behavioral Sciences, 1(1), 296-301.
  • Amer, M. A. (2010). Idiomobile for Learners of English: A Study of Learners’ Usage of a Mobile Learning Application for Learning Idioms And Collocations. Yayınlanmamış Doktora Tezi, Pensilvanya: Indiana University of Pennsylvania.
  • Ashiyan, Z. Ve Salehi, H. (2016). Impact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners. Advances in Language and Literary Studies, 7(5), 112-127.
  • Aytaç, T. ve Altunçekiç, A. (2012). Karma Öğrenme Yönteminin Başarıya Etkisi ve Eğitim Yöneticilerinin Görüşleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 32(3), 867-884.
  • Azar, A. S. ve Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia-Social and Behavioral Sciences, 98, 1836-1843.
  • Baki, A. Ve Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış. Elektronik Sosyal Bilimler Dergisi, 42(42), 1-21.
  • Balım, A., İnel, D., & Evrekli, E. (2008). The Effects the Using of Concept Cartoons in Science Education on Students’ Academic Achievements and Enquiry Learning Skill Perceptions. Elemantary Education Online, 7(1), 188 - 202.
  • Bansal, T. ve Joshi, D. (2014). A Study of Students’ Experiences of Mobile Learning. Global Journal of Human-Social Science: H Interdisciplinary, 14(4), 26-33.
  • Başoglu, E. B. ve Akdemir, Ö. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, , 9(3).
  • Cacciari, C. ve Levorato, M. C. (1989). How children understand idioms in discourse. Journal of Child Language, 387-405.
  • Çakır, İ. (2011). How Do Learners Perceive Idioms In Efl classes? Ekev Academic Review, 371-381.
  • Castrillo, M. D., Bárcena, E. ve Martín Monje, E. (2014). New Forms of Negotiating Meaning on the Move: the Use of Mobile-Based Chatting for Foreign Language Distance Learning. IADIS International Journal on WWW/Internet, 12(2), 51-67.
  • Caudill, J. G. (2007). The growth of m-learning and the growth of mobile computing: Parallel developments. The International Review of Research in Open and Distributed Learning, 8(2).
  • Çavus, N. ve İbrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78- 91.
  • Chen, Y. S., Kao, T. C. ve Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347-359.
  • Cheon, J., Crooks, S. M., Chen, X. ve Song, J. (2011). An Investigation of Mobile Learning Readiness and Design Considerations for Higher Education. 34thannual, 43.
  • Clark, R. C. ve Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. USA: Pfeiffer.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2. baskı). Thousand Oaks, CA: Sage.
  • Cronk, B. C. ve Schweigert, W. A. (1992). The comprehension of idioms: The effects of familiarity, literalness, and usage. Applied Psycholinguistics,13(2) 131-146.
  • Dağ, F. (2011). Harmanlanmış (Karma) Öğrenme Ortamları ve Tasarımına İlişkin Öneriler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 73-97.
  • Duban, N. Y. (2013). Sınıf Öğretmenlerinin Kavram Karikatürlerini Hazırlama ve Kullanmaya Yönelik Görüşleri. Journal of Academic Studies, 56, 35-54.
  • Ekici, A. G. ve Karaman, M. K. (2011). Farklı Düzeylerde Harmanlanmış Öğrenme Etkinliklerinin Akademik Başarıya Etkisinin İncelenmesi. Akademik Bilişim’11 - XIII. Akademik Bilişim Konferansı Bildirileri. Malatya.
  • Erdem, A. ve Erdem, M. (2015). The Effect of Constructivist Blended Learning Environment on Listening and Speaking Skills. Elementary Education Online, 14(3), 1130-1148.
  • İnel, D. , Balım, A. G. ve Evrekli, E. (2009). Fen öğretiminde kavram karikatürü kullanımına ilişkin öğrenci görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3(1), 1-16.
  • Garrison, D. ve Vaughan, N. (2008). Blended Learning in Higher Education. San Francisco: Wiley.
  • Georgieva, E. S., Smrikarov, A. ve Georgiev, T. (2011). Evaluation of mobile learning system. Procedia Computer Science, 3, 632-637.
  • Gibbs, R. W. (1987). Linguistic factors in children's understanding of idioms. Journal of Child Language, 14(3), 569-586.
  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. C. J. Bonk ve C. R. Graham içinde, The handbook of blended learning: Global perspectives, local designs (s. 3-21). San Francisco: Pfeiffer.
  • Grant, L. ve Bauer , L. (2004). Criteria for Re‐defining Idioms: Are we Barking up the Wrong Tree? Applied Linguistics, 25(1), 38-61.
  • Hayati, A., Jalilifar, A. ve Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66-1.
  • Hussin, S., Manap, M. R., Amir, Z. ve Krish, P. (2012). Mobile learning readiness among Malaysian students at higher learning institutes. Asian Social Science, 8(12), 276.
  • Ismael, A. A., Bakar, N. A. ve Latif, H. (2016). Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance. English Language Teaching, 9(6), 229-241.
  • Izgi, U. ve Basar, S. (2015). The Views of Pre-Service Teachers about the Use of Concept Cartoons in Science Courses. International Journal of Contemporary Educational Research, 2(2), 61-68.
  • Jin, S. (2014). Implementation of Smartphone-based Blended Learning in an EFL Undergraduate Grammar Course. Multimedia-Assisted Language Learning, 17(4), 11-37.
  • Kabapinar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice, 5(1), 135-146.
  • Kaplan, A. Ö. ve Boyacıoğlu, N. (2013). Çocuk karikatürlerinde maddenin tanecikli yapısı. Türk Fen Eğitim Dergisi, 10(1), 156-175.
  • Kaplan, A. Ö. ve Boyacıoğlu, N. (2013). Çocuk karikatürlerinde maddenin tanecikli yapısı. Türk Fen Eğitim Dergisi, 10(1), 156-175.
  • Koren, S. (1999). Vocabulary instruction through hypertext: Are there advantages over conventional methods of teaching. TESL-EJ, 4(1), 1-18.
  • Lacroix, A., Aguert, M., Dardier, V., Stojanovik, V. ve Laval, V. (2010). Idiom comprehension in French-speaking children and adolescents with Williams’ syndrome. Research in Developmental Disabilities, 31(2), 608–616.
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Kavram Karikatürlerinin Mobil Öğrenme Ortamında Ulaştırılmasının Ortaöğretimde İngilizce Deyim Öğrenmeye Etkisi

Yıl 2017, Cilt: 14 Sayı: 1, 815 - 855, 15.09.2017

Öz

Ortaöğretim düzeyinde mobil teknoloji kullanımı, yabancı dil öğrenmek isteyen günümüz öğrencilerinin ihtiyaçlarını karşılayan etkili stratejilerden biri olabilir. Yabancı dil öğrencileri dilin kelimelerini ve dilbilgisi yapılarının yanısıra deyimlerini de öğrenmelidirler. Kavram karikatürleri deyim öğretiminde, soyut kavramların somutlaştırılmasında kullanılabilecek etkili bir araç olarak düşünülebilir. Bu çalışmada kavram karikatürlerinin öğrencilere ulaştırılmasında farklı öğrenme ortamlarının kullanımının İngilizce deyimleri öğrenme üzerindeki etkisinin araştırılması amaçlanmıştır. Bu amaçla 7. sınıf öğrencileri için öğrenme yönetim sistemi kullanılan bir karma öğrenme ortamı geliştirilmiş, deney grubundaki öğrencilere mobil ortamda Whatsapp uygulamasıyla gönderilen, kontrol grubundakilere ise yüzyüze öğrenme ortamında sunulan kavram karikatürlerinin akademik erişiye ve kalıcılığa olan etkisi belirlenmiştir. Araştırmada sıralı açıklayıcı tasarımlı karma araştırma yöntemi modeli kullanılmıştır. Nicel veriler ön-test, son-test ve kalıcılık testi olarak erişi testi ile nitel veriler ise odak görüşme yapılarak toplanmıştır. İngilizce deyimlerin öğrenilmesi için geliştirilen karma öğrenme ortamındaki öğrencilere kavram karikatürlerinin ulaştırılmasında mobil ortam ve yüzyüze ortamın öğrencilerin erişileri ve kalıcılık puanları üzerinde anlamlı fark yaratmadığı, ancak öğrencilerin kavram karikatürleri ve mobil ortama yönelik deneyimlerinin olumlu olduğu bulunmuştur. Araştırma bulguları medya mı yöntem mi tartışmasına katkı sunar içeriktedir.


Kaynakça

  • Akamca, G. Ö., Ellez, A. M. ve Hamurcu, H. (2009). Effects of computer aided concept cartoons on learning outcomes. Procedia-Social and Behavioral Sciences, 1(1), 296-301.
  • Amer, M. A. (2010). Idiomobile for Learners of English: A Study of Learners’ Usage of a Mobile Learning Application for Learning Idioms And Collocations. Yayınlanmamış Doktora Tezi, Pensilvanya: Indiana University of Pennsylvania.
  • Ashiyan, Z. Ve Salehi, H. (2016). Impact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners. Advances in Language and Literary Studies, 7(5), 112-127.
  • Aytaç, T. ve Altunçekiç, A. (2012). Karma Öğrenme Yönteminin Başarıya Etkisi ve Eğitim Yöneticilerinin Görüşleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 32(3), 867-884.
  • Azar, A. S. ve Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia-Social and Behavioral Sciences, 98, 1836-1843.
  • Baki, A. Ve Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış. Elektronik Sosyal Bilimler Dergisi, 42(42), 1-21.
  • Balım, A., İnel, D., & Evrekli, E. (2008). The Effects the Using of Concept Cartoons in Science Education on Students’ Academic Achievements and Enquiry Learning Skill Perceptions. Elemantary Education Online, 7(1), 188 - 202.
  • Bansal, T. ve Joshi, D. (2014). A Study of Students’ Experiences of Mobile Learning. Global Journal of Human-Social Science: H Interdisciplinary, 14(4), 26-33.
  • Başoglu, E. B. ve Akdemir, Ö. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, , 9(3).
  • Cacciari, C. ve Levorato, M. C. (1989). How children understand idioms in discourse. Journal of Child Language, 387-405.
  • Çakır, İ. (2011). How Do Learners Perceive Idioms In Efl classes? Ekev Academic Review, 371-381.
  • Castrillo, M. D., Bárcena, E. ve Martín Monje, E. (2014). New Forms of Negotiating Meaning on the Move: the Use of Mobile-Based Chatting for Foreign Language Distance Learning. IADIS International Journal on WWW/Internet, 12(2), 51-67.
  • Caudill, J. G. (2007). The growth of m-learning and the growth of mobile computing: Parallel developments. The International Review of Research in Open and Distributed Learning, 8(2).
  • Çavus, N. ve İbrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78- 91.
  • Chen, Y. S., Kao, T. C. ve Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347-359.
  • Cheon, J., Crooks, S. M., Chen, X. ve Song, J. (2011). An Investigation of Mobile Learning Readiness and Design Considerations for Higher Education. 34thannual, 43.
  • Clark, R. C. ve Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. USA: Pfeiffer.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2. baskı). Thousand Oaks, CA: Sage.
  • Cronk, B. C. ve Schweigert, W. A. (1992). The comprehension of idioms: The effects of familiarity, literalness, and usage. Applied Psycholinguistics,13(2) 131-146.
  • Dağ, F. (2011). Harmanlanmış (Karma) Öğrenme Ortamları ve Tasarımına İlişkin Öneriler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 73-97.
  • Duban, N. Y. (2013). Sınıf Öğretmenlerinin Kavram Karikatürlerini Hazırlama ve Kullanmaya Yönelik Görüşleri. Journal of Academic Studies, 56, 35-54.
  • Ekici, A. G. ve Karaman, M. K. (2011). Farklı Düzeylerde Harmanlanmış Öğrenme Etkinliklerinin Akademik Başarıya Etkisinin İncelenmesi. Akademik Bilişim’11 - XIII. Akademik Bilişim Konferansı Bildirileri. Malatya.
  • Erdem, A. ve Erdem, M. (2015). The Effect of Constructivist Blended Learning Environment on Listening and Speaking Skills. Elementary Education Online, 14(3), 1130-1148.
  • İnel, D. , Balım, A. G. ve Evrekli, E. (2009). Fen öğretiminde kavram karikatürü kullanımına ilişkin öğrenci görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3(1), 1-16.
  • Garrison, D. ve Vaughan, N. (2008). Blended Learning in Higher Education. San Francisco: Wiley.
  • Georgieva, E. S., Smrikarov, A. ve Georgiev, T. (2011). Evaluation of mobile learning system. Procedia Computer Science, 3, 632-637.
  • Gibbs, R. W. (1987). Linguistic factors in children's understanding of idioms. Journal of Child Language, 14(3), 569-586.
  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. C. J. Bonk ve C. R. Graham içinde, The handbook of blended learning: Global perspectives, local designs (s. 3-21). San Francisco: Pfeiffer.
  • Grant, L. ve Bauer , L. (2004). Criteria for Re‐defining Idioms: Are we Barking up the Wrong Tree? Applied Linguistics, 25(1), 38-61.
  • Hayati, A., Jalilifar, A. ve Mashhadi, A. (2013). Using Short Message Service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66-1.
  • Hussin, S., Manap, M. R., Amir, Z. ve Krish, P. (2012). Mobile learning readiness among Malaysian students at higher learning institutes. Asian Social Science, 8(12), 276.
  • Ismael, A. A., Bakar, N. A. ve Latif, H. (2016). Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance. English Language Teaching, 9(6), 229-241.
  • Izgi, U. ve Basar, S. (2015). The Views of Pre-Service Teachers about the Use of Concept Cartoons in Science Courses. International Journal of Contemporary Educational Research, 2(2), 61-68.
  • Jin, S. (2014). Implementation of Smartphone-based Blended Learning in an EFL Undergraduate Grammar Course. Multimedia-Assisted Language Learning, 17(4), 11-37.
  • Kabapinar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice, 5(1), 135-146.
  • Kaplan, A. Ö. ve Boyacıoğlu, N. (2013). Çocuk karikatürlerinde maddenin tanecikli yapısı. Türk Fen Eğitim Dergisi, 10(1), 156-175.
  • Kaplan, A. Ö. ve Boyacıoğlu, N. (2013). Çocuk karikatürlerinde maddenin tanecikli yapısı. Türk Fen Eğitim Dergisi, 10(1), 156-175.
  • Koren, S. (1999). Vocabulary instruction through hypertext: Are there advantages over conventional methods of teaching. TESL-EJ, 4(1), 1-18.
  • Lacroix, A., Aguert, M., Dardier, V., Stojanovik, V. ve Laval, V. (2010). Idiom comprehension in French-speaking children and adolescents with Williams’ syndrome. Research in Developmental Disabilities, 31(2), 608–616.
  • Lai, W. H. (2014). Using mobile instant messenger (WhatsApp) to support second language learning.Yayınlanmamış Yüksek Lisans Tezi, Hong Kong: The University of Hong Kong
  • Lan, Y. F. ve Sie, Y. S. (2010). Using RSS to support mobile learning based on media richness theory. Computers & Education, 55(2), 723-732.
  • Levorato, M. C. ve Cacciari, C. (1992). Children's comprehension and production of idioms: the role of context and familiarity. Journal of Child Language,19(2), 415-433.
  • Liaw, S. S., Hatala, M. ve Huang, H. M. (2010). Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. Computers & Education, 54(2), 446-454.
  • Liontas, J. (1999). Developing a pragmatic methodology of idiomaticity: The comprehension and interpretation of SL vivid phrasal idioms during reading.Yayınlanmamış Doktora Tezi, USA: The University of Arizona).
  • Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of computer assisted learning, 24(6), 515-525.
  • Man, C. K. (2014). Word's up with WhatsApp: the use of instant messaging in consciousness- raising of academic vocabulary. In 23rd MELTA and 12th Asia TEFL International Conference, 28-30.
  • Martin, F. ve Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85.
  • Mayer, R. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139.
  • McHugh, M. L. (2012). Interrater reliability: the kappa statistic. . Biochemia Medica, 22(3), 276-282.
  • Morrinson, G. R., Ross, S. M. ve Kemp, J. E. (2012). Etkili Öğretim Tasarımı. (İ. Varank, Çev.) İstanbul: Bahçeşehir Üniversitesi Yayınları.
  • Mürsel, C. G. (2009). Deyim ve Atasözlerinin Öğretiminde Karikatürlerin Etkisi. Yayınlanmamış Yüksek Lisans Tezi, Ankara: Ankara Üniversitesi.
  • Musawi, A. (2011). Blended Learning. Journal of Turkish Science Education, 8(2), 3-8.
  • Mwakapina, J. W., Mhandeni, A. S. ve Nyinondi, O. S. (2016). WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania. International Journal of English Language Education, 4(2), 70-90.
  • Ocak, I., Islak, F. G. ve Ocak, G. (2015). Ilkokul 4. Sinif Fen Bilimleri Dersinde Kavram Karikatürü Kullaniminin Akademik Basariya Etkisi. Bartin Üniversitesi Egitim Fakültesi Dergisi, 1, 119-132
  • O'Malley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M., Lefrere, P. ve Waycott, J. (2005). Guidelines for learning/teaching/tutoring in a mobile environment. Public deliverable from the MOBILearn project (D.4.1). 2005. <hal-00696244>
  • Pavla, S., Hana, V. ve Jan, V. (2015). Blended Learning: Promising Strategic Alternative in Higher Education. Procedia-Social and Behavioral Sciences, 171, 1245-1254.
  • Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20(5), 471-492.
  • Rosman, P. (2008). M-learning-as a paradigm of new forms in education. E+ M Ekonomie a Management, 1, 119-125.
  • Saran, M. ve Seferoğlu, G. (2010). Yabancı dil sözcük öğreniminin çoklu ortam cep telefonu iletileri ile desteklenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 252-266.
  • Saran, M., Seferoglu, G. ve Cagıltay, K. (2009). Mobile Assisted Language Learning: English Pronunciation at Learners' Fingertips. EJER, 34, 97-114.
  • Sarıçoban, A. ve Özturan, T. (2013). Vocabulary Learning on Move: An Investigation Of Mobile Assisted Vocabulary Learning Effect Over Students’ Success and Attitude. Ekev Akademi Dergisi, 17, 213-224.
  • Sasmaz Ören, F. ve Meriç, G. (2014). Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course. Online Submission, 2(2), 116-136.
  • Sengul, S. (2011). Effects of Concept Cartoons on Mathematics Self-Efficacy of 7th Grade Students. Educational Sciences: Theory and Practice, 11(4), 2305-2313.
  • Shih, R. C., Lee, C. ve Cheng, T. F. (2015). Effects of English spelling learning experience through a mobile LINE App for college students. Procedia-Social and Behavioral Sciences, 174, 2634-2638.
  • Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20 (4), 365-383.
  • Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270.
  • Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14 (2), 95-110.
  • Tărcăoanu, M. C. (2012). Teaching and Learning Idioms in English (Theoretical and Practical Considerations). Scientific Journal of Humanistic Studies, 4(7), 220-228.
  • Taş, M. (2013). Karikatür destekli fen öğretimine ilişkin bir araştırma: ilköğretim 6. sınıf yaşamımızdaki elektrik ünitesi örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 26(2), 473-500.
  • Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having writ.... The International Review of Research in Open and Distributed Learning, 8(2), 1-12.
  • Uğurel, I., Kesgin, Ş. ve Karahan, Ö. (2013). Matematik derslerinde yararlanılabilecek alternatif bir öğrenme ve değerlendirme aracı: kavram karikatürü. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(2), 313-337.
  • Uluyol, A. G. ve Karadeniz, Ş. (2009). Bir Harmanlanmış Öğrenme Ortamı Örneği, Öğrenci Başarısı ve Görüşleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-84.
  • Ünsal, H. (2010). Yeni bir öğrenme yaklaşımı: Harmanlanmış öğrenme. Milli Eğitim Dergisi, 185, 130-137.
  • Varışoğlu, B., Şeref, İ., Yılmaz, İ. ve Gedik, M. (2014). Deyim ve Atasözlerinin Öğretilmesinde Görsel bir Araç Olarak Karikatürlerin Başarıya Etkisi. Karadeniz Araştırmaları, 41, 226-242.
  • Vasiljevic, Z. (2015). Imagery and Idiom Teaching (Effects of Learner-Generated Illustrations and Etymology). International Journal of Arts & Sciences, 8(1), 25-42.
  • Yaman, H. (2010). Cartoons as a Teaching Tool: A Research on Turkish Language Grammar Teaching. Educational Sciences: Theory and Practice, 10(2), 1231-1242.
  • Yang, C. ve Xie, Y. (2013). Learning Chinese idioms through iPads. Language Learning & Technology, 17(2), 12-23.
  • Zayed, N. M. (2016). Special Designed Activities for Learning English Language through the Application of WhatsApp! English Language Teaching, 9(2), 199-204.
  • Zhang, H., Song, W. ve Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET, 10(3), 203-214.
  • Zurita, G. ve Nussbaum, M. (2004). A constructivist mobile learning environment supported by a wireless handheld network. Journal of Computer Assisted Learning, 20(4), 235-243.
  • Zyzik, E. (2009). Teaching and learning idioms: the big picture. CLEAR News, 13(2), 4-8.
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Hülya Gümüş Bu kişi benim

Suzan Kavanoz

M. Betül Yılmaz

Yayımlanma Tarihi 15 Eylül 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 14 Sayı: 1

Kaynak Göster

APA Gümüş, H., Kavanoz, S., & Yılmaz, M. B. (2017). Kavram Karikatürlerinin Mobil Öğrenme Ortamında Ulaştırılmasının Ortaöğretimde İngilizce Deyim Öğrenmeye Etkisi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 815-855.