Redirecting to http://dergipark.org.tr/_fragment?_hash=zJTuEcAW-UhAVNpJWwP4-G5rmf21GOkbVom3LHZpIC8&_path=id%3D448839%26_format%3Dhtml%26_locale%3Den%26_controller%3DApp%255CController%255CSite%255CArticleController%253A%253AesiArticleStats.
Review
BibTex RIS Cite

Incorporating and Combining Technology and Literature into Language Teaching to Enhance Creativity

Year 2019, Volume: 7 Issue: 1, 65 - 78, 28.01.2019

Hakan Demiröz

https://doi.org/10.16916/aded.448839

Abstract

Using
authentic materials in language teaching is a means of providing students with
real input which motivates learners better to learn a language. Literature of
the language which is taught is the primary authentic material of the language.
Although there have been approaches to use literature in teaching language,
teachers have some reservations about incorporating literature in their
curricula due to scarcity of training in this area and negative perceptions
about selecting appropriate literary texts which match the levels and interests
of the students. Also, when the research in this field is reviewed, it was
found out that there was a scarcity of work which suggested combining the use
of literature through technology. In order to fill this gap, this study aimed
to present rationale behind incorporating literature into teaching a language
and how it could be used creatively through combining it with technology to
reduce or to eliminate the reservations. To this end, some suggestions are made
such as using infographics, Twitter, blogs, vlogs and dictation tools along
with literary texts.

Keywords

Language teaching literature technology creativity

References

  • Al Hosni, J. (2016). The power of image in English language teaching. The Journal of Teaching English For Specific and Academic Purposes, 4(1), 229235.
  • Alkire, S. (2002). Dictation as a Language Learning Device. The Internet TESL Journal, 8(3). Retrieved from http://iteslj.org/Techniques/Alkire-Dictation.html.
  • Arslan, R. Ş. (2014). Integrating feedback into prospective English language teachers’ writing process via blogs and portfolios. TOJET, 13(1), 131-150.
  • Arslan, R. Ş., & Şahin-Kızıl, A. (2010). How can the use of blog software facilitate the writing process of English language learners?, Computer Assisted Language Learning, 23(3), 183-197. DOI: 10.1080/09588221.2010.486575
  • Aydın, S. (2014a). Twitter as an educational environment. Turkish Online Journal of Distance Education-TOJDE, 15(1), 10-21.
  • Aydın, S. (2014b). The use of blogs in learning English as a foreign language. Mevlana International Journal of Education (MIJE), 4(1), 244-259. Retrieved from https://files.eric.ed.gov/fulltext/ED545624.pdf http:// DOI:10.13054/mije.13.79.4.1
  • Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40 (1), 133-156.
  • Borau K., Ullrich C., Feng J., & Shen R. (2009). Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence. In Spaniol M., Li Q., Klamma R., & Lau R.W.H. (eds) Advances in Web Based Learning – ICWL 2009. ICWL 2009. Lecture Notes in Computer Science, vol 5686. Springer, Berlin, Heidelberg.
  • Breen, M. P. (1985). Authenticity in the language classroom. Applied Linguistics, 6(1), 60-70. https://doi.org/10.1093/applin/6.1.60
  • Carter, R. (2007). Literature and language teaching 1986–2006: A review. International Journal of Applied Linguistics, 17(1), 3-13.
  • Carter, R., & Long, M. (1991). Teaching literature. London: Longman.
  • Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
  • Combe, C., & Codreanu, T. (2016). Vlogging: a new channel for language learning and intercultural exchanges. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds), CALL communities and culture – short papers from EUROCALL 2016 (pp. 119-124). Research-publishing.net. https://doi.org/10.14705/rpnet.2016.eurocall2016.548
  • Collie, J., & Slater, S. (1987). Literature in the language classroom. Cambridge, UK: Cambridge University Press.
  • Copping, A. (2016). Being creative in primary English. London: SAGE.
  • Craft, A. (2006). Creativity in schools. In N. Jackson, M. Oliver, M. Shaw, & J. Wisdom (Eds) Developing creativity in higher education: an imaginative curriculum. pp. 19-28. Abingdon: Routledge
  • Fehér, F. (2007). Creativity in the language classroom. Retrieved from https://www.teachingenglish.org.uk/article/creativity-language-classroom
  • Fuglei, M. (2015). Interest in the Doobly Doo: How vlogs increase student engagement. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/vlogs-increase-student-engagement/
  • Geraldine, D. (2013). The role of social media in foreign language teaching: A case study for French. Recherche et pratiques pédagogiques en langues de spécialité – Cahiers de l’APLIUT, 22(2), 141-157. Retrieved from http://journals.openedition.org/apliut/4234 DOI: 10.4000/apliut.4234
  • Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97–118. doi:10.1017/S0261444807004144
  • Gregori-Signes, C. (2008). Integrating the old and the new: digital storytelling in the EFL language classroom. GRETA, 16(1), 43-49.
  • Hall, G. (2005). Literature in language education. New York: Palgrave Macmillan.
  • Hamuddin, B., & Dahler. (2018). Blogs as powerful learning tools: The perception from EFL students in Riau Main Island Indonesia. IOP Conference Series. Earth and Environmental Science, 156. doi:10.1088/1755-1315/156/1/012060 Retrieved from http://iopscience.iop.org/article/10.1088/1755-1315/156/1/012060/pdf
  • Hattem, D., & Lomicka, L. (2016). What the tweets say: A critical analysis of Twitter research in language learning from 2009 to 2016. E-Learning and Digital Media, 13(1-2), 5-23. DOI:10.1177/2042753016672350
  • Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1), 53-66.
  • Hung, S. T. (2011). Pedagogical applications of vlogs: An investigation into ESP learners’ perceptions. British Journal of Educational Technology, 42(5), 736–746. doi:10.1111/j.1467-8535.2010.01086.x
  • Ihejirika, R. C. (2014). Literature and English language teaching and learning: A symbiotic relationship. English Language Teaching, 7(3), 85-90. DOI:10.5539/elt.v7n3p85
  • Joubert, M. M. (2001). The art of creative teaching: NACCCE and beyond. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in education. London: Continuum.
  • Khatib, M., & Rahimi, A. H. (2012). Literature and language teaching. Journal of Academic and Applied Studies, 2(6), 32 - 38.
  • Kos, B. A., & Sims, E. (2014). Infographics: The new 5-paragraph essay. Paper presented at the Rocky Mountain Celebration of Women in Computing 2014. Retrieved from http://scholar.colorado.edu/cgi/viewcontent.cgi?article =1001&context=atlasgradpapers
  • Lazar, G. (1993). Literature and language teaching. Cambridge, UK: Cambridge University Press.
  • Lightfoot, A. (2006). Using dictation. Retrieved January 2018, from https://www.teachingenglish.org.uk/article/using-dictation
  • Lord, G. & Lomicka, L. (2014). Twitter as a tool to promote community among language teachers. Journal of Technology and Teacher Education, 22(2), 187-212. Retrieved from https://www.learntechlib.org/primary/p/49768/.
  • Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL Pronunciation Instruction. Language Learning & Technology, 20(1), 166–190. Retrieved from http://llt.msu.edu/issues/february2016/mompeanfouzgonzalez.pdf http://dx.doi.org/10125/44451
  • Naparin, H. & Saad, A. B. (2017). Infographics in education: Review on infographics design. The International Journal of Multimedia & Its Applications (IJMA), 9(4/5/6), 15-24. DOI: 10.5121/ijma.2017.9602
  • National Advisory Committee on Creative and Cultural Education (NACCCE) (1999). All our futures: Creativity, culture and education. London: NACCCE. Retrieved from http://sirkenrobinson.com/pdf/allourfutures.pdf
  • Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge, UK: Cambridge University Press.
  • Obediat, M. M. (1997). Language vs. literature in English departments in the Arab World. English Teaching Forum, 24(1), 30-37.
  • Pihlaja, S. (2014). Antagonism on YouTube: Metaphor in online discourse. London: Bloomsbury.
  • Pinkman, K. (2005). Using blogs in the foreign language classroom: Encouraging learner independence. The JALT CALL Journal, 1(1), 12–24.
  • Razmi, M., Pourali, S., & Nozad, S. (2014). Digital storytelling in EFL classroom (oral presentation of the story): A pathway to improve oral production. Procedia – Social and Behavioral Sciences, 98, 1541–1544. doi: 10.1016/j.sbspro.2014.03.576
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Read, C. (2015). Seven pillars of creativity in primary ELT. In A. Maley & N. Peachey (Eds.), Creativity in the English language classroom. (pp. 29–36). London: British Council.
  • Robin, B. R. (2005). The educational uses of digital storytelling. Retrieved from http://digitalstorytelling.coe.uh.edu/getting_started.html
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st Century classroom. Theory into Practice, 47(3), 220-228. DOI: 10.1080/00405840802153916
  • Rosell-Aguilar, F. (2018). Twitter as a formal and informal language learning tool: from potential to evidence. In Rosell-Aguilar, F., Beaven, T., & Fuertes-Guiterrez, M. (eds.), Innovative language teaching and learning at university: Integrating informal learning into formal language education. Dublin: Researchpublishing.net.
  • Sahr, S. (2013). The joys of dictation. Retrieved from https://www.tesol.org/connect/tesol-resource-center/search-details/activities/2013/10/18/the-joys-of-dictation
  • Sarıca, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309. doi: 10.1016/j.compedu.2015.11.016
  • Sawyer, J. O., & Silver, S. K. (1961). Dictation in language learning. In H. B. Allen & R. N. Campbell. (eds.) Teaching English as a second language, 2nd ed. pp. 223-229. San Francisco: McGraw-Hill International Book Company.
  • Stansfield, C. (1985). A history of dictation in foreign language teaching and testing. The Modern Language Journal, 69, 2, pp. 122-128.
  • Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
  • Takeuchi, O. (1997). Dictation: Is it really effective for language teaching? Audio-Visual Education, 20, 55-63. Retrieved from http://www2.ipcku.kansaiu.ac.jp/~takeuchi/papers/av20.html
  • Taşkıran, A., Koral-Gümüşoğlu, E., & Aydın, B. (2018). Fostering foreign language learning with Twitter: Reflections from English learners. Turkish Online Journal of Distance Education-TOJDE, 19(1), 100-116. DOI: 10.17718/tojde.382734
  • Van, T. T. M. (2009). The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom. English Teaching Forum, 3, 2-9. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/09-47-3-b.pdf
  • Watkins, J. (2012). Increasing student talk time through vlogging. Language Education in Asia, 3(2), 196-203. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A08/Watkins
  • Yang, Y.-T. C., & Wu, W.-C. U. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: a year-long experimental study. Computers & Education, 59, 339-352. http://dx.doi.org/10.1016/j.compedu.2011.12.012.

Yaratıcılığı Artırmak için Teknoloji ve Edebiyatın Dil Öğretiminde Birleştirilmesi

Year 2019, Volume: 7 Issue: 1, 65 - 78, 28.01.2019

Hakan Demiröz

https://doi.org/10.16916/aded.448839

Abstract

Dil öğretiminde özgün (authentic) materyal kullanımı öğrencileri
dil öğrenmeye daha iyi motive eden gerçek girdi sağlama araçlarından biridir.
Öğretilen dilin edebiyatı o dilin en temel özgün materyalidir. Edebiyatın dil
öğretiminde kullanımı ile ilgili yaklaşımlar olmasına rağmen, öğretmenlerin bu
konuda eğitim eksikliği ve öğrencilerin ilgi ve düzeyleri ile eşleşen uygun edebi
metinleri seçme ile ilgili olumsuz algılarından dolayı edebiyatı müfredatlarına
dâhil etme ile ilgili çekinceleri vardır. Ayrıca, bu alandaki araştırmalar
incelendiğinde, edebiyatın teknoloji ile kullanımını birleştiren çalışmaların az
sayıda olduğu görülmüştür. Bu boşluğu doldurmak için, bu çalışma bu çekinceleri
azaltmak ya da ortadan kaldırmak için edebiyatın dil eğitiminde kullanılmasının
gerekçeleri ve edebiyatın teknoloji ile birleştirilerek nasıl yaratıcı bir
şekilde kullanılabileceğini sunmayı amaçlamaktadır. Bu amaçla, edebi metinlerle
birlikte infografikler, Twitter, bloglar, vloglar ve dikte araçlarının
kullanımı ile ilgili bazı öneriler sunulmuştur.

Keywords

Dil öğretimi edebiyat teknoloji yaratıcılık

References

  • Al Hosni, J. (2016). The power of image in English language teaching. The Journal of Teaching English For Specific and Academic Purposes, 4(1), 229235.
  • Alkire, S. (2002). Dictation as a Language Learning Device. The Internet TESL Journal, 8(3). Retrieved from http://iteslj.org/Techniques/Alkire-Dictation.html.
  • Arslan, R. Ş. (2014). Integrating feedback into prospective English language teachers’ writing process via blogs and portfolios. TOJET, 13(1), 131-150.
  • Arslan, R. Ş., & Şahin-Kızıl, A. (2010). How can the use of blog software facilitate the writing process of English language learners?, Computer Assisted Language Learning, 23(3), 183-197. DOI: 10.1080/09588221.2010.486575
  • Aydın, S. (2014a). Twitter as an educational environment. Turkish Online Journal of Distance Education-TOJDE, 15(1), 10-21.
  • Aydın, S. (2014b). The use of blogs in learning English as a foreign language. Mevlana International Journal of Education (MIJE), 4(1), 244-259. Retrieved from https://files.eric.ed.gov/fulltext/ED545624.pdf http:// DOI:10.13054/mije.13.79.4.1
  • Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40 (1), 133-156.
  • Borau K., Ullrich C., Feng J., & Shen R. (2009). Microblogging for Language Learning: Using Twitter to Train Communicative and Cultural Competence. In Spaniol M., Li Q., Klamma R., & Lau R.W.H. (eds) Advances in Web Based Learning – ICWL 2009. ICWL 2009. Lecture Notes in Computer Science, vol 5686. Springer, Berlin, Heidelberg.
  • Breen, M. P. (1985). Authenticity in the language classroom. Applied Linguistics, 6(1), 60-70. https://doi.org/10.1093/applin/6.1.60
  • Carter, R. (2007). Literature and language teaching 1986–2006: A review. International Journal of Applied Linguistics, 17(1), 3-13.
  • Carter, R., & Long, M. (1991). Teaching literature. London: Longman.
  • Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
  • Combe, C., & Codreanu, T. (2016). Vlogging: a new channel for language learning and intercultural exchanges. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds), CALL communities and culture – short papers from EUROCALL 2016 (pp. 119-124). Research-publishing.net. https://doi.org/10.14705/rpnet.2016.eurocall2016.548
  • Collie, J., & Slater, S. (1987). Literature in the language classroom. Cambridge, UK: Cambridge University Press.
  • Copping, A. (2016). Being creative in primary English. London: SAGE.
  • Craft, A. (2006). Creativity in schools. In N. Jackson, M. Oliver, M. Shaw, & J. Wisdom (Eds) Developing creativity in higher education: an imaginative curriculum. pp. 19-28. Abingdon: Routledge
  • Fehér, F. (2007). Creativity in the language classroom. Retrieved from https://www.teachingenglish.org.uk/article/creativity-language-classroom
  • Fuglei, M. (2015). Interest in the Doobly Doo: How vlogs increase student engagement. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/vlogs-increase-student-engagement/
  • Geraldine, D. (2013). The role of social media in foreign language teaching: A case study for French. Recherche et pratiques pédagogiques en langues de spécialité – Cahiers de l’APLIUT, 22(2), 141-157. Retrieved from http://journals.openedition.org/apliut/4234 DOI: 10.4000/apliut.4234
  • Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97–118. doi:10.1017/S0261444807004144
  • Gregori-Signes, C. (2008). Integrating the old and the new: digital storytelling in the EFL language classroom. GRETA, 16(1), 43-49.
  • Hall, G. (2005). Literature in language education. New York: Palgrave Macmillan.
  • Hamuddin, B., & Dahler. (2018). Blogs as powerful learning tools: The perception from EFL students in Riau Main Island Indonesia. IOP Conference Series. Earth and Environmental Science, 156. doi:10.1088/1755-1315/156/1/012060 Retrieved from http://iopscience.iop.org/article/10.1088/1755-1315/156/1/012060/pdf
  • Hattem, D., & Lomicka, L. (2016). What the tweets say: A critical analysis of Twitter research in language learning from 2009 to 2016. E-Learning and Digital Media, 13(1-2), 5-23. DOI:10.1177/2042753016672350
  • Hişmanoğlu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1), 53-66.
  • Hung, S. T. (2011). Pedagogical applications of vlogs: An investigation into ESP learners’ perceptions. British Journal of Educational Technology, 42(5), 736–746. doi:10.1111/j.1467-8535.2010.01086.x
  • Ihejirika, R. C. (2014). Literature and English language teaching and learning: A symbiotic relationship. English Language Teaching, 7(3), 85-90. DOI:10.5539/elt.v7n3p85
  • Joubert, M. M. (2001). The art of creative teaching: NACCCE and beyond. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in education. London: Continuum.
  • Khatib, M., & Rahimi, A. H. (2012). Literature and language teaching. Journal of Academic and Applied Studies, 2(6), 32 - 38.
  • Kos, B. A., & Sims, E. (2014). Infographics: The new 5-paragraph essay. Paper presented at the Rocky Mountain Celebration of Women in Computing 2014. Retrieved from http://scholar.colorado.edu/cgi/viewcontent.cgi?article =1001&context=atlasgradpapers
  • Lazar, G. (1993). Literature and language teaching. Cambridge, UK: Cambridge University Press.
  • Lightfoot, A. (2006). Using dictation. Retrieved January 2018, from https://www.teachingenglish.org.uk/article/using-dictation
  • Lord, G. & Lomicka, L. (2014). Twitter as a tool to promote community among language teachers. Journal of Technology and Teacher Education, 22(2), 187-212. Retrieved from https://www.learntechlib.org/primary/p/49768/.
  • Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL Pronunciation Instruction. Language Learning & Technology, 20(1), 166–190. Retrieved from http://llt.msu.edu/issues/february2016/mompeanfouzgonzalez.pdf http://dx.doi.org/10125/44451
  • Naparin, H. & Saad, A. B. (2017). Infographics in education: Review on infographics design. The International Journal of Multimedia & Its Applications (IJMA), 9(4/5/6), 15-24. DOI: 10.5121/ijma.2017.9602
  • National Advisory Committee on Creative and Cultural Education (NACCCE) (1999). All our futures: Creativity, culture and education. London: NACCCE. Retrieved from http://sirkenrobinson.com/pdf/allourfutures.pdf
  • Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge, UK: Cambridge University Press.
  • Obediat, M. M. (1997). Language vs. literature in English departments in the Arab World. English Teaching Forum, 24(1), 30-37.
  • Pihlaja, S. (2014). Antagonism on YouTube: Metaphor in online discourse. London: Bloomsbury.
  • Pinkman, K. (2005). Using blogs in the foreign language classroom: Encouraging learner independence. The JALT CALL Journal, 1(1), 12–24.
  • Razmi, M., Pourali, S., & Nozad, S. (2014). Digital storytelling in EFL classroom (oral presentation of the story): A pathway to improve oral production. Procedia – Social and Behavioral Sciences, 98, 1541–1544. doi: 10.1016/j.sbspro.2014.03.576
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Read, C. (2015). Seven pillars of creativity in primary ELT. In A. Maley & N. Peachey (Eds.), Creativity in the English language classroom. (pp. 29–36). London: British Council.
  • Robin, B. R. (2005). The educational uses of digital storytelling. Retrieved from http://digitalstorytelling.coe.uh.edu/getting_started.html
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st Century classroom. Theory into Practice, 47(3), 220-228. DOI: 10.1080/00405840802153916
  • Rosell-Aguilar, F. (2018). Twitter as a formal and informal language learning tool: from potential to evidence. In Rosell-Aguilar, F., Beaven, T., & Fuertes-Guiterrez, M. (eds.), Innovative language teaching and learning at university: Integrating informal learning into formal language education. Dublin: Researchpublishing.net.
  • Sahr, S. (2013). The joys of dictation. Retrieved from https://www.tesol.org/connect/tesol-resource-center/search-details/activities/2013/10/18/the-joys-of-dictation
  • Sarıca, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309. doi: 10.1016/j.compedu.2015.11.016
  • Sawyer, J. O., & Silver, S. K. (1961). Dictation in language learning. In H. B. Allen & R. N. Campbell. (eds.) Teaching English as a second language, 2nd ed. pp. 223-229. San Francisco: McGraw-Hill International Book Company.
  • Stansfield, C. (1985). A history of dictation in foreign language teaching and testing. The Modern Language Journal, 69, 2, pp. 122-128.
  • Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
  • Takeuchi, O. (1997). Dictation: Is it really effective for language teaching? Audio-Visual Education, 20, 55-63. Retrieved from http://www2.ipcku.kansaiu.ac.jp/~takeuchi/papers/av20.html
  • Taşkıran, A., Koral-Gümüşoğlu, E., & Aydın, B. (2018). Fostering foreign language learning with Twitter: Reflections from English learners. Turkish Online Journal of Distance Education-TOJDE, 19(1), 100-116. DOI: 10.17718/tojde.382734
  • Van, T. T. M. (2009). The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom. English Teaching Forum, 3, 2-9. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/09-47-3-b.pdf
  • Watkins, J. (2012). Increasing student talk time through vlogging. Language Education in Asia, 3(2), 196-203. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A08/Watkins
  • Yang, Y.-T. C., & Wu, W.-C. U. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: a year-long experimental study. Computers & Education, 59, 339-352. http://dx.doi.org/10.1016/j.compedu.2011.12.012.
There are 56 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hakan Demiröz 0000-0003-2413-5383

Publication Date January 28, 2019
Published in Issue Year 2019 Volume: 7 Issue: 1

Cite

APA Demiröz, H. (2019). Incorporating and Combining Technology and Literature into Language Teaching to Enhance Creativity. Ana Dili Eğitimi Dergisi, 7(1), 65-78. https://doi.org/10.16916/aded.448839

88x31.png

Attribution-NonCommercial 4.0 International