SavedAdd your journal

Journals / İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi / 2023 / Cilt: 9 Sayı: 2

The Use of Mobile Applications for the Purpose of Teaching Vocabulary: Perceptions of EFL Teachers in Turkey

Kelime Öğretme Amaçlı Mobil Uygulamaların Kullanımı: Türkiye'deki İngilizce Öğretmenlerinin Algıları

Feyza Özdeş(İSTANBUL AYDIN ÜNİVERSİTESİ)0009-0004-0530-8378
Ayşe Betül Toplu(İSTANBUL AYDIN ÜNİVERSİTESİ)0000-0003-1482-2278
Pages
115–144
Publication Date
2023-10-31
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Ayrıca, öğrencilerin bu araçları nasıl kabul ettiği konusunda olumlu düşünceler paylaşılmaktadır.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Bu çalışma, Türkiye'deki İngilizce öğretmenlerinin Türkiye'deki üniversitelerde kelime öğretimi amacıyla mobil uygulamaların etkinliğini nasıl algıladığını araştırmayı amaçlamaktadır.
📊
Key Findings & Data:Örneklem, 31 üniversite öğretmeninden oluşmaktadır.
💡
Conclusion & Impact:Ayrıca, öğrencilerin bu araçları nasıl kabul ettiği konusunda olumlu düşünceler paylaşılmaktadır.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Kelime öğretme · Mobil uygulamalar · vocabulary teaching

Abstract

Bu çalışma, Türkiye'deki İngilizce öğretmenlerinin Türkiye'deki üniversitelerde kelime öğretimi amacıyla mobil uygulamaların etkinliğini nasıl algıladığını araştırmayı amaçlamaktadır. Bu çalışma, kelime uygulamalarının kullanımıyla ilgili öğretmenlerin perspektiflerini ortaya çıkarmak amacıyla EFL öğretmenlerine uygulanan tanımlayıcı bir anket ile gerçekleştirilmiştir. Örneklem, 31 üniversite öğretmeninden oluşmaktadır. Makale, bir araştırma aracına dayanarak verileri ortaya koymaktadır. Veriler, kullanılabilirlik, motivasyon ve işbirliği olmak üzere 3 farklı kategoriye ayrılmış, 15 öğeyi içeren bir anket aracılığıyla toplanmıştır. Sonuçlar, mobil uygulamaların kelime öğrenme sürecine ve kelime öğretimine katkıda bulunduğunu ve güncel yetenekleri sayesinde öğretmenlerin onları basit, öğrenci dostu ve öğretmen dostu dijital araçlar olarak benimsediklerini göstermektedir. Ayrıca, öğrencilerin bu araçları nasıl kabul ettiği konusunda olumlu düşünceler paylaşılmaktadır.

Özet

Bu çalışma, Türkiye'deki İngilizce öğretmenlerinin Türkiye'deki üniversitelerde kelime öğretimi amacıyla mobil uygulamaların etkinliğini nasıl algıladığını araştırmayı amaçlamaktadır. Bu çalışma, kelime uygulamalarının kullanımıyla ilgili öğretmenlerin perspektiflerini ortaya çıkarmak amacıyla EFL öğretmenlerine uygulanan tanımlayıcı bir anket ile gerçekleştirilmiştir. Örneklem, 31 üniversite öğretmeninden oluşmaktadır. Makale, bir araştırma aracına dayanarak verileri ortaya koymaktadır. Veriler, kullanılabilirlik, motivasyon ve işbirliği olmak üzere 3 farklı kategoriye ayrılmış, 15 öğeyi içeren bir anket aracılığıyla toplanmıştır. Sonuçlar, mobil uygulamaların kelime öğrenme sürecine ve kelime öğretimine katkıda bulunduğunu ve güncel yetenekleri sayesinde öğretmenlerin onları basit, öğrenci dostu ve öğretmen dostu dijital araçlar olarak benimsediklerini göstermektedir. Ayrıca, öğrencilerin bu araçları nasıl kabul ettiği konusunda olumlu düşünceler paylaşılmaktadır.

🔖

Cite This Article

Özdeş, F., Toplu, A. B. (2023). The Use of Mobile Applications for the Purpose of Teaching Vocabulary: Perceptions of EFL Teachers in Turkey. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 9 Sayı: 2, 115–144. https://ajindex.com/articles/1015591

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (34)

  1. Al-Jarf, R. (2006, December 7). Making connections in vocabulary instruction. King Saud University. Retrieved January 12, 2023, from https://eric.ed.gov/?id=ED497939
  2. Al-Jarf, R. (2021). Learning vocabulary in the app store by EFL college students. International Journal of Social Science and Human Research, 5(1), 216-225. Retrieved January 12, 2023, from https://eric. ed.gov/?id=ED618472
  3. Al-Johali, K. Y. (2019, February). Using mobile applications to teach vocabulary: Saudi EFL teachers’s perceptions. Global journal of foreign language teaching, 9(1), 51-68. https://doi.org/10.18844/ gjflt.v9i1.3968
  4. Albousaif, M. A. (2011). Factors determining Saudi learners' difficulties in attaining EFL vocabulary (Publication No. 10838) [Doctoral dissertation, University of Newcastle]. Retrieved January 4, 2023 from https://ogma.newcastle.edu.au/vital/access/manager/Repository/ uon:10838
  5. Alenezi, H. (2014). Vocabulary instruction practices of highly effective EFL teachers in Saudi Arabia (Publication No. 1050) [Doctoral dissertation, University of Arkansas]. Retrieved January 1, 2023, from https://core.ac.uk/download/pdf/76215728.pdf
  6. Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34. Retrieved January 11, 2023, from https://www. eurrec.org/ijote-article-213
  7. Aslan, E. (2016). A study on the use of mobile dictionaries in vocabulary teaching. Journal of Language and Linguistic Studies, 12(1), 1-8. jlls/issue/36116/405556
  8. Basal, A., Yilmaz, S., Tanriverdi, A., & Sari, L. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary Educational Technology, 7(1), 47-59. Retrieved January 11, 2023, from https://eric.ed.gov/?id=EJ1105763
  9. Chen, C.-M., Chen, L.-C., & Yang, S.-M. (2018). An English vocabulary learning app with self-regulated learning mechanisms to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237-260. https://doi.org/10.1080/09588221.2 018.1485708
  10. Gruneberg, M., & Sykes, R. (2007). Individual differences and attitudes to the keyword method of foreign language learning. Taylor & Francis, 4(1), 60-62. Retrieved January 7, 2023, from https://www.tandfonline. com/doi/abs/10.1080/09571739185200511
  11. Hedge, T. (2015). Teaching and Learning in the Language Classroom. Oxford Handbooks for Language Teachers. Retrieved January 7, 2023, from https://www.academia.edu/12364210/TeachingandLearningintheLanguageClassroom
  12. Hossain, M. (2018). Exploiting smartphones and apps for language learning: A case study with the EFL learners in a Bangladeshi university. Review of Public Administration and Management, 4(1), 21-34. Retrieved January 10, 2023, from https://www.academia. edu/36307072/ExploitingSmartphonesandAppsforLanuageLearningACaseStudywithTheEFLLearnersinaBangladeshiUniversity
  13. Karpenko, Y. M., & Horváth, M. A. (2021). Digital storytelling as an educational technology for activating cognitive activity of primary school pupils in foreign language lessons. Information Technologies and Learning Tools, 81(1), 1-12. https://doi.org/10.33407/ itlt.v81i1.3149
  14. Kassem, A. M. (2018). The effect of a suggested in-service teacher training program based on MALL applications on developing EFL students' vocabulary acquisition. Academy Publication, 9(2), 250- 260. https://doi.org/10.17507/jltr.0902.05
  15. Klimova, B. (2018). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 23(3), 1-9. https://doi.org/10.1007/s10639-017- 9655-5
  16. Metruk, R. (2021). The use of smartphone English language learning apps in the process of learning English: Slovak EFL students' perspectives. Sustainability, 3(15), 2-17. https://doi.org/10.3390/ su13158205
  17. Mindog, E. (2015, November 30). Apps and EFL: A case study on the use of smartphone apps to learn English by four Japanese university students. JALT CALL Journal, 12(1), 3-22. Retrieved January 10, 2023, from https://eric.ed.gov/?id=EJ1107946
  18. Navariz, D. N. (2015). Examining teachers' acceptance and use of mobile applications and ipads in instruction through the Technology Acceptance Model: A Mixed Methods Study (Publication No. AAI3712747) [Doctoral dissertation, University of Texas]. Retrieved January 16, 2023, from https://scholarworks.utep.edu/dissertations/ AAI3712747/
  19. Nisbet, D., & Austin, D. (2012). Enhancing ESL vocabulary development through the use of mobile technology. Journal of Adult Education, 42(1), 1-20. Retrieved January 8, 2023, from https://eric.ed.gov/?id= EJ1047363
  20. Oxford, R. L. (2003). Language Learning Strategies: What every teacher should know. Escholarship, 1(1), https://doi.org/10.5070/ L411004984
  21. Passey, D. (2010). Mobile learning in school contexts: Can teachers alone make it happen? International Journal of Mobile and Blended Learning, 3(1), 68-81. https://doi.org/10.1109/TLT.2009.47
  22. Sampson, D. G., Ifenthaler, D., & Spector, J. M. (2014). Advances in cognitive psychology, educational technology, and computing: An introduction to the special issue. Computers in Human Behavior, 32(1), 290-291. https://doi.org/10.1016/j.chb.2013.08.018
  23. Sanchez, A., & Manchon, R. M. (2007). Research on Second Language Vocabulary Acquisition and Learning: An Introduction. International Journal of English Studies, 7(2), 7-16. Retrieved January 6, 2023, from https://digitum.um.es/digitum/bitstream/ 10201/2582/1/2595023.pdf
  24. Silverman, R., & Hines, S. (2016). The effectiveness of a digital game- based vocabulary intervention for English Language Learners. Journal of Educational Psychology, 101(2), 305-314. https://doi. org/10.1037/a0014217
  25. Subekti, N. B., & Lawson, M. J. (2007). Vocabulary acquisition strategies of Indonesian postgraduate students through reading. International Education Journal, 8(2), 485-496. Retrieved January 8, 2023, from https://eric.ed.gov/?id=EJ834283
  26. Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal KATA, 1(2), 1-14. Retrieved January 7, 2023, from https://www. researchgate.net/publication/320571421THETEACHINGOFVOCABULARYAPERSPECTIVE
  27. Suwantarathip, O., & Orawaiwatnakul, W. (2015). Using mobile-assisted exercises to support students’ vocabulary skill development. Journal of Education and Practice, 14(1), 1-10. Retrieved January 12, 2023, from https://files.eric.ed.gov/fulltext/EJ1057347.pdf
  28. Takac, P. V. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters Ltd. ISBN: 978-1-85359-923-8. Retrieved January 7, 2023, from https://www. academia.edu/48754366/Vocabulary_Learning_Strategies_and_ Foreign_Language_Acquisition_V_Pavi%C4%8Di%C4%87_ Taka%C4%8D_Multilingual_Matters_Ltd_Clevedon_2008_ vii_197_pp
  29. Thornbury, S. (2015). How to teach vocabulary. Harlow, England: Pearson Education Limited. ISBN: 978-1-292-09074-5. Retrieved January 7, 2023, from https://www.academia.edu/18950782/How_to_teach_ vocabulary_by_Scott_Thornbury
  30. Walters, J. L. (2013). English language learners' reading self-efficacy and achievement using 1:1 mobile learning devices [Doctoral dissertation, University of California]. Escholarship. Retrieved January 6, 2023, from https://escholarship.org/uc/item/0096v6fn
  31. Wu, Q. (2015). Designing a smartphone app to teach English (L2) vocabulary. Computers & Education, 85, 170-179. https://doi.org/ 10.1016/j.compedu.2015.02.013
  32. Yang, J. (2013). Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies. Canadian Journal of Learning and Technology, 6(7). Retrieved January 14, 2023, from https://files.eric.ed.gov/fulltext/EJ1077095.pdf
  33. Zhang, J. (2015). English vocabulary teaching in Chinese junior high schools [Master's thesis, Purdue University]. Purdue e-Pubs. Retrieved January 7, 2023, from https://docs.lib.purdue.edu/cgi/viewcontent. cgi?article=1656&context=open_access_theses
  34. Aslan, E. (2016). A study on the use of mobile dictionaries in vocabulary teaching. Journal of Language and Linguistic Studies, 12(1), 1-8. jlls/issue/36116/405556