SavedAdd your journal

Journals / Journal of Continuous Vocational Education and Training / 2025 / Cilt: 8 Sayı: 1

Digital or Traditional: A Method That Makes a Difference in Language Teaching

Dijital veya Geleneksel: Eğitimde Fark Yaratan Yöntem

Ayşe Ela Yıldız(Haydarpaşa Lisesi)0009-0009-3500-9746
Asila Deniz Özel(Çayırova Anadolu Lisesi)0009-0003-5982-1372
Zeynep Kabapelit(Gebze OSB Bahceşehir Koleji Fen ve Teknoloji Lisesi)0009-0001-2648-9399
Dilan Kuyurtar(Gebze 23 Nisan Bilim ve Sanat Merkezi)0000-0003-0781-5010
Pages
56–75
Publication Date
2025-12-30
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)

Blended learning models combining traditional and digital elements appear most promising for inclusive, effective instruction.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines the effectiveness of traditional curricula and digital applications in high school foreign language teaching in Türkiye, based on student and teacher perspectives.
📊
Key Findings & Data:It addresses the limits of traditional methods—restricted class hours, teacher-centered instruction, and low motivation—alongside the growing use of digital tools.
💡
Conclusion & Impact:Blended learning models combining traditional and digital elements appear most promising for inclusive, effective instruction.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:müfredat değerlendirme · eğitim teknolojileri · dil öğrenimi

Abstract

This study examines the effectiveness of traditional curricula and digital applications in high school foreign language teaching in Türkiye, based on student and teacher perspectives. It addresses the limits of traditional methods—restricted class hours, teacher-centered instruction, and low motivation—alongside the growing use of digital tools. While traditional approaches offer structure, they often fail to promote individualized and engaging learning, whereas digital applications provide portability, feedback, and gamified features that boost motivation and vocabulary learning. Using a mixed-methods design, the study combined semi-structured interviews with four students and four teachers with survey data from the English Mobile Learning Attitude Scale. Thematic analysis revealed five themes: Good Education, Digital Tools, Challenges, Language Skills, and Participation. Digital tools were valued for improving vocabulary and engagement but were seen as less helpful for writing and speaking and raised access concerns. Quantitative results supported these findings: students showed positive attitudes, with female and ninth-grade students reporting higher engagement, while no differences appeared by school type or income. The study concludes that digital tools are useful supplements but not standalone solutions. Effective integration requires curricular alignment, infrastructure, and teacher training. Blended learning models combining traditional and digital elements appear most promising for inclusive, effective instruction.

Özet

Bu çalışma, Türkiye’de ortaöğretim düzeyinde yabancı dil öğretiminde geleneksel müfredat ile dijital uygulamaların etkililiğini öğretmen ve öğrenci görüşlerine dayalı olarak incelemektedir. Dijital araçların eğitimde artmasına rağmen, geleneksel yöntemlerle sınıf saati kısıtlılığı, öğretmen merkezli yaklaşım ve düşük motivasyon sorunları sürmektedir. Geleneksel yöntemler yapısal bir çerçeve sunsa da bireyselleştirilmiş, motive edici ve beceri temelli öğrenmeyi yeterince desteklememektedir. Dijital uygulamalar taşınabilirlik, geribildirim ve oyunlaştırma yoluyla motivasyon, kelime gelişimi ve katılımı artırma potansiyeline sahiptir. Araştırmada karma yöntem deseni kullanılmıştır. Nitel veri dört öğrenci ve dört öğretmenle yapılan yarı yapılandırılmış görüşmelerle; nicel veri İngilizce Mobil Öğrenme Tutum Ölçeği ile toplanmıştır. Nitel veriler tematik analizle, nicel veriler parametrik olmayan testlerle değerlendirilmiştir. Beş tema belirlenmiştir: İyi Eğitim, Dijital Araçlar, Zorluklar, Dil Becerileri ve Katılım. Katılımcılar dijital uygulamaların özellikle kelime öğrenimi ve derse katılım açısından yararlı olduğunu, ancak yazma ve konuşma becerilerine sınırlı katkı sunduğunu belirtmiştir. Sonuçlar dijital araçların eğitime katkı sağladığını, ancak tek başına yeterli olmadığını göstermektedir. Etkili entegrasyon için müfredat uyumu, altyapı desteği ve dijital okuryazarlığın artırılması gereklidir. Harmanlanmış öğrenme modelleri daha kapsayıcı ve etkili dil eğitimi sunabilir.

🔖

Cite This Article

Yıldız, A. E., Özel, A. D., Kabapelit, Z., Kuyurtar, D. (2025). Digital or Traditional: A Method That Makes a Difference in Language Teaching. Journal of Continuous Vocational Education and Training, Cilt: 8 Sayı: 1, 56–75. https://ajindex.com/articles/1506935

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (29)

  1. Akbar, H., Asif, M., & Ahmad, S. (2022). English language classroom: A factor obstructing communicative collaboration among L2 teachers and students. Global Educational Studies Review, 7(2), 474–483. https://doi.org/10.31703/gesr.2022(VII-II).45
  2. Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış. Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21.
  3. Baltacı, H. S. (2022). A snapshot of flipped instruction in English language teaching in Turkiye: A systematic review. Turkish Online Journal of Distance Education, 23(4), 255–269. https://doi.org/10.17718/tojde.1182793
  4. Benson, P. (2011). Teaching and researching autonomy (2nd ed.). New York: Routledge.
  5. Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). London: Pearson Education.
  6. Buchner, K., Oberdörfer, S., Grafe, S., & Latoschik, M. E. (2020). Von medienbeiträgen und applikationen-ein interdisziplinäres konzept zum lehren und lernen mit augmented und virtual reality für die hochschullehre. Schnittstellen und Interfaces-Digitaler Wandel in Bildungseinrichtungen, herausgegeben von Thomas Knaus und Olga Merz, 7, 225-238.
  7. Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
  8. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. New York: Sage publications.
  9. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New York: Routledge.
  10. El‑Sabagh, H. A. (2021). Adaptive e‑learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4
  11. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
  12. Evans, R., & Matthew, A. (2012). Should we still lecture? Reconsidering pedagogical approaches to promote student engagement, challenging the traditional lecture. In Proceedings of the 6th International Technology, Education and Development Conference (pp. 3803-3812). International Association of Technology, Education and Development (IATED).
  13. Guetterman, T.C., Fetters, M.D., & Creswell, J. W. (2015). Integrating quantitative and qualitative results in health science methods research through joint displays. The Annals of Family Medicine, 13(6), 554-561. https://doi.org/10.1370/afm.1865
  14. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  15. Hoyland, İ. M. G., & Acar, Z. C. Ç. (2024). EFL learners and EFL teaching in Türkiye: Native English-speaking teachers’ views. Ege Eğitim Dergisi, 25(1), 1-14. https://doi.org/10.12984/egeefd.1317878
  16. Kennedy, C. & Levy, M. (2009). Sustainability and CALL: Factors for success in a context of change. computer-assisted language learning, 22(5): 445-463. https://doi.org/10.1080/09588220903345218
  17. Kukulska-Hulme, A. (2020). Mobile-assisted language learning in an age of complexity and uncertainty. The Modern Language Journal, 104(1), 481–495.
  18. Ladner, S. (2019). Mixed methods: A short guide to applied mixed methods research. New York University Publications.
  19. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. UK: Oxford University Press.
  20. Li, R. (2023). Effects of mobile-assisted language learning on EFL learners' listening skill development. Educational Technology & Society, 26(2), 36-49. https://doi.org/10.30191/202304
  21. Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). UK: Oxford University Press. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), https://doi.org/1017-1054 10.1111/j.1467-9620.2006.00684.x
  22. Onwuegbuzie, A. J., & Leech, N. L. (2004). Enhancing the interpretation of “significant” findings: The role of mixed methods research. The Qualitative Report, 9(4): 770-792. https://doi.org/10.46743/2160-3715/2004.1913
  23. Oxford, R. L. (2017). Teaching and researching language learning strategies: Self‑regulation in context (2nd ed.). New York: Routledge. https://doi.org/10.4324/9781315719146
  24. Özer, B., & Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV Akademi Dergisi, 1(67), 59-84. https://doi.org/10.17753/ekev657
  25. Rezaei, A., Mai, N., & Pesaranghader, A. (2014). The effect of mobile applications on English vocabulary acquisition. Jurnal Teknologi (Sciences & Engineering), 68(2). https://doi.org/10.11113/jt.v68.2912 Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge University Press.
  26. Ryan, R. M., & Deci, E. L. (2024). Self-determination theory. In Encyclopedia of quality of life and well-being research (pp. 6229-6235). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-17299-1_2630
  27. Selwyn, N. (2012). Education in a digital world: Global perspectives on technology and education. Routledge https://doi.org/10.4324/9780203108178
  28. Şahin, Y., & Ulucan, P. (2023). Sınıf öğretmenlerinin çeşitli öğretim yöntem ve tekniklerini kullanma durumları. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 13(1), 995-1030. https://doi.org/10.48146/odusobiad.1099218
  29. Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34(3), 511–535. https://doi.org/10.2307/3587741