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Dergiler / Anadolu Journal of Educational Sciences International / 2025 / Cilt: 15 Sayı: 4

İngilizce Konuşma Pratiği İçin Video Aracılı İletişim (VMC) Araçlarının Kullanımı: Sistematik Bir İnceleme

The Use of Video-mediated Communication (VMC) Tools for English Language Speaking Practice: A Systematic Review

Neslihan Keleş(ATATURK UNIVERSITY)0000-0002-7614-9317
Hanife Öztürk Taş(ATATURK UNIVERSITY)0000-0001-8194-5441
Hamza Polat(ATATURK UNIVERSITY)0000-0002-9646-7507
Engin Kurşun(ATATURK UNIVERSITY)0000-0002-5649-8595
Melike Aydemir Arslan(ATATURK UNIVERSITY)0000-0002-5899-2175
Mine Yıldız(ATATURK UNIVERSITY)0000-0001-6215-4388
Sayfa
1629–1661
Yayın Tarihi
2025-12-28
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, video aracılı iletişim araçlarının sınıf içi etkinliklere veya sınıf dışı görevlere entegre edilmesinin yabancı veya ikinci dil konuşma pratiği için faydalı olduğunu ortaya koymuştur.

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Amaç & Hipotez:Yabancı dil eğitimine teknolojinin giderek daha fazla entegre edilmesiyle birlikte, video aracılı iletişim (VMC), çevrimiçi eğitim sunmak ve konuşma becerilerini geliştirmede önemli bir yer edinmiştir.
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Temel Bulgular & Veri:Bu çalışma, İngilizce konuşma pratiğinde video aracılı iletişim kullanımına odaklanan araştırma makalelerini sistematik olarak incelemektedir.
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Sonuç & Katkı:Bulgular, video aracılı iletişim araçlarının sınıf içi etkinliklere veya sınıf dışı görevlere entegre edilmesinin yabancı veya ikinci dil konuşma pratiği için faydalı olduğunu ortaya koymuştur.
🔬Tür:Sistematik Derlemeler ve Meta Analiz
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:İngilizce dil öğretimi · konuşma pratiği · video aracılı iletişim (VMC)

Özet

Yabancı dil eğitimine teknolojinin giderek daha fazla entegre edilmesiyle birlikte, video aracılı iletişim (VMC), çevrimiçi eğitim sunmak ve konuşma becerilerini geliştirmede önemli bir yer edinmiştir. Bu çalışma, İngilizce konuşma pratiğinde video aracılı iletişim kullanımına odaklanan araştırma makalelerini sistematik olarak incelemektedir. Önceden belirlenmiş dahil etme kriterlerine dayanarak, üç elektronik veritabanından otuz makale dahil edildi. Son on yılda yayınlanan seçilmiş makaleler, yayın eğilimlerine odaklanılarak, yaygın olarak kullanılan video aracılı iletişim modları ve araçları ile teknik olanakları ve sınırlamaları belirlenerek analiz edildi. Mevcut araştırmaların temel çıkarımlarını nitel olarak sentezleyerek, bu sistematik inceleme aynı zamanda İngilizce dil öğrenenlerin konuşma yeterliliğini geliştirmede senkron veya asenkron video aracılı iletişim araçlarının rolüne ilişkin içgörüler de sağlamaktadır. Bulgular, video aracılı iletişim araçlarının sınıf içi etkinliklere veya sınıf dışı görevlere entegre edilmesinin yabancı veya ikinci dil konuşma pratiği için faydalı olduğunu ortaya koymuştur.

Abstract

With the increasing integration of technology in foreign language instruction, video-mediated communication (VMC) has gained prominence as a means of delivering online education and improving speaking skills. This study systematically reviews research articles concentrating on the use of VMC in English language speaking practice. Based on predetermined inclusion criteria, thirty articles were included from three electronic databases. The selected articles published in the last ten years were analyzed, focusing on their publication trends, identifying commonly used VMC modes and tools, as well as their technical affordances and limitations. By qualitatively synthesizing the main implications of existing research, this systematic review also provides insights into the role of synchronous or asynchronous VMC tools in improving the speaking proficiency of English language learners. The findings revealed that the integration of VMC tools in-class activities or beyond classroom tasks is beneficial for foreign or second language speaking practice.

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Bu Makaleye Atıf Yap

Keleş, N., Taş, H. Ö., Polat, H., Kurşun, E., Arslan, M. A., Yıldız, M. (2025). İngilizce Konuşma Pratiği İçin Video Aracılı İletişim (VMC) Araçlarının Kullanımı: Sistematik Bir İnceleme. Anadolu Journal of Educational Sciences International, Cilt: 15 Sayı: 4, 1629–1661. https://doi.org/10.18039/ajesi.1668148

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