KaydedilenlerDerginizi ekleyin

Dergiler / IOJET / 2022 / Cilt: 9 - Sayı: 1

ENGLISH OUTSIDE THE CLASSROOM IN THE AGE OF TECHNOLOGY: A CONCURRENT TRIANGULATION MIXED METHOD STUDY

Hakan Tahiri MUTLU
Ömer Faruk İPEK
Dergi
IOJET
Sayfa
104–122
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

As a result, with the changing educational philosophy and spending time more outside the school, all stakeholders should be aware of the massive transformation in language education and plan their instruction accordingly.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The hegemony of technology and its dominance over education caused the necessity to make changes in the philosophy of language teaching.
📊
Temel Bulgular & Veri:With the introduction of technology and extensive use of distance education thanks to pandemic, this philosophy change has increased the importance of students' out-of-class language learning activities.
💡
Sonuç & Katkı:As a result, with the changing educational philosophy and spending time more outside the school, all stakeholders should be aware of the massive transformation in language education and plan their instruction accordingly.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

The hegemony of technology and its dominance over education caused the necessity to make changes in the philosophy of language teaching. With the introduction of technology and extensive use of distance education thanks to pandemic, this philosophy change has increased the importance of students' out-of-class language learning activities. Therefore, in this mixed method research, which is conducted at an English Preparatory department of a state university situated in Turkey, it is aimed to investigate students’ resources and strategies that they use for English outside the class (EOC) activities. For this purpose, a 34-question five-point Likert type scale was conducted to 242 students, and both focus group interviews with seven students and individual semi-structured interviews with five students were conducted in order to obtain the EOC strategies and sources. According to the results, it is revealed that the students mostly employ EOC activities for their listening skill, and least for speaking skill, and using EOC activities has a significant relationship with academic achievement, gender, and section. Also, students started to use many different technological social media websites, online applications, and techniques. As a result, with the changing educational philosophy and spending time more outside the school, all stakeholders should be aware of the massive transformation in language education and plan their instruction accordingly.

🔖

Bu Makaleye Atıf Yap

MUTLU, H. T., İPEK, Ö. F. (2022). ENGLISH OUTSIDE THE CLASSROOM IN THE AGE OF TECHNOLOGY: A CONCURRENT TRIANGULATION MIXED METHOD STUDY. IOJET, Cilt: 9 - Sayı: 1, 104–122. https://ajindex.com/articles/542092

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. Ali, H. (2021). How Can English Teaching Benefit from Students’ Extramural English in Secondary School 7-9?
  2. Degree Project. Malmo University, Sweden. Maria Avello, María-del-Mar Camacho-Miñano, Elena Urquia-Grande & Cristina del Campo (2019) “Do You Use English in Your Daily Life?” Undergraduate Students’ Perceptions of Their Extramural Use of English, Journal of Teaching in International Business, 30:1, 77-94, DOI: 10.1080/08975930.2019.1627978 Aychan, I. (2021). Extramural English Activities in the Swedish ESL Classroom. Independent Thesis. Malmo University, Sweden. Bakoban, R. A., & Aljarallah, S. A. (2015). Extracurricular Activities and Their Effect on the Student's Grade Point Average: Statistical Study. Educational Research and Reviews, 10(20), 2737-2744.
  3. Barbee, M. (2013). Extracurricular L2 input in a Japanese EFL context: Exposure, attitudes, and motivation. University of Hawai'I Second Langauge Studies Paper 32 (1). Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Pearson Education. Beauprez, N. (2021). Extramural English and English Proficiency: A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students. Degree Project. Dalarna University. Sweden. Chan, V. (2003). Autonomous language learning: The teachers' perspectives. Teaching in higher education, 8(1), 33-54.
  4. Coşkun, A., & Mutlu, H. T. (2017). Investigating High School Students' Use of Extramural English: A Scale Development Study. Itobiad: Journal of the Human & Social Science Researches, 6(1), 571-590.
  5. Cotterall, S. (1998). Roles in autonomous language learning. Australian Review of applied linguistics, 21(2), 61-78.
  6. Creswell, J. W. (1999). Mixed method research: Introduction and application. In T. Cijek (Ed.), Handbook of educational policy (pp. 455–472).
  7. San Diego, CA: Academic Press.
  8. Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). An expanded typology for classifying mixed methods research into designs. A. Tashakkori y C. Teddlie, Handbook of mixed methods in social and behavioral research, 209-240.
  9. Csanadi, R. (2021). The impact of extramural English on students’ willingness to communicate in an EFL context: A mixed-methods study with upper secondary schoolstudents in Sweden. Degree Project. Malardalen University. Sweden. Darwanto, B. A., Surjono, H. D., & Ciptaningrum, D. S. (2020). Newly-innovated E-portfolio to Promote Dynamic Collective Evaluation on Students' Extramur