Yabancılara Türkçe Öğretiminde Teknoloji Entegrasyonu

Bayram Baş; Tuğba Yıldırım

doi:10.16916/aded.415059

Araştırma Makalesi

Technology Integration in Teaching Turkish as a Foreign Language

Yıl 2018, Cilt: 6 Sayı: 3, 827 - 839, 27.07.2018

Bayram Baş , Tuğba Yıldırım

https://doi.org/10.16916/aded.415059

Cited By: 20

Öz

We sail through the
21st century where technology has taken a hold in today’s society. With the
influence of innovations in digital technologies, we are embedded in a time
where we can’t spell teach without T-E-C-H as Kevin Jarrett (2008) once said.
Along with developments in language teaching, new approaches have also emerged.
Of all language teaching approaches and methods, CALL (Computer Assisted
Language Learning), which is the search for and study of applications of the
computer in language teaching and learning (Levy, 1997: 1), stands out for
technology integration. Using a case study approach, this study aims to
investigate how incorporating web-based technology into Turkish language
teaching curriculum affects students’ motivation and creativity. Along with the
thoughtful application of second language pedagogy, Web 2.0 tools such as
“Voki, Padlet, Pixton” have been implemented in A2 level Turkish language
classes at Yıldız Technical University TÖMER for 10 class periods. Qualitative
data were collected through multiple data sources, including direct
observations, in/outside class projects, and reflections. Following the
applications, interviews regarding motivation and creativity were held with the
teachers and the students. The main conclusion that can be drawn is that
applied Web 2.0 tools improve students’ motivation, contribute to their
creativity, and provide numerous opportunities for language instructors. The
present findings also confirm that only the effective technology integration
with clear goals and proper methods maximize the potential of these tools.

Anahtar Kelimeler

Teaching Turkish as a Foreign Language , Technology Integration , Web 2.0 Tools , Motivation , Creativity

Kaynakça

Aikina, T. Y., & Zubkova, O. M. (2015). Integrating online services into English language teaching and learning: The case of Voki. International Journal of Emerging Technologies in Learning (iJET), 10(3), 66-68.
Ballén, D. (2014). The Role of Blogs and Web Resources in Students' Autonomous Learning Awareness. How, 21(2), 10-30.
Chakowa, J. (2018). Enhancing Beginners' Second Language Learning through an Informal Online Environment. Journal of Educators Online, 15(1), n1.
Cooper, K., & White, R. E. (2012). The Recursive Process In and Of Critical Literacy: Action Research in an Urban Elementary School. Canadian Journal of Education, 35(2), 41-57.
Fadini, K., & Fınardı, K. (2015). Web 2.0 Tools for the L2 Class. In International Conference on Education and New Developments (pp. 603-607).
Franklin, T., & van Harmelen, M. (2007). Web 2.0 for content for learning and teaching in higher education. Bristol: JISC. Retrieved November, 9, 2007.
Fuchs, B. (2014). The writing is on the wall: using Padlet for whole-class engagement. LOEX Quarterly, 40(4), 7.
Gonzalez-Vera, P. (2016). The e-generation: the use of technology for foreign language learning. New perspectives on teaching and working with languages in the digital era, 51-61.
Heafner, T. L., & Friedman, A. M. (2008). Wikis and constructivism in secondary social studies: Fostering a deeper understanding. Computers in the Schools, 25(3-4), 288-302.
Kennedy, S., & Soifer, D. (2013). Technology-driven innovations for teaching English learners. VA: Lexington Institute.
Lehman, S., Kauffman, D., White, M., Horn, C., & Bruning, R. (2001). Teacher interaction: Motivating at-risk students in Web-based high school courses. Journal of Research on Computing in Education, Vol.33, Issue5, p 1-19.
Lornsen, T. (2010). Free Web 2.0 Tools in German Language Classes. Die Unterrichtspraxis / Teaching German, Vol. 43, No. 2 (Fall 2010), pp. 200 & 202.
Meyers, E. A. (2014). Theory, technology, and creative practice: using pixton comics to teach communication theory. Communication Teacher, 28(1), 32-38.
Stevenson, M. P., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO journal, 27(2), 233.
Sydorenko, T., Hsieh, C. N., Ahn, S., & Arnold, N. (2017). Foreign Language Learners' Beliefs about CALL: The Case of a US Midwestern University. calico journal, 34(2).
Vázquez Calvo, B, & Cassany, D. (2016). Language learning actions in two 1x1 secondary schools in Catalonia: the case of online language resources. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era (pp. 73-82). Dublin: Researchpublishing.net.
Wang, S., & Camilla, V. (2012). Web 2.0 and second language learning: What does the research tell us?. Calico Journal, 29(3), 412.
Yıldırım A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Yabancılara Türkçe Öğretiminde Teknoloji Entegrasyonu

Yıl 2018, Cilt: 6 Sayı: 3, 827 - 839, 27.07.2018

Bayram Baş , Tuğba Yıldırım

https://doi.org/10.16916/aded.415059

Cited By: 20

Öz

Dil öğretimi sürecine yönelik birçok eğitim
ortamı, günümüzde dijital teknolojilerdeki yeniliklerle bütünleşme eğilimine
girmiştir. Kevin Jarrett'in ifadeleriyle “T-E-C-H (teknoloji) olmadan T-E-A-C-H
(öğretmek)’ten söz edemeyeceğimiz bir zamanın içindeyiz”. Bundan hareketle bu
çalışmada, Türkçenin yabancı dil olarak öğretimi sürecinde oluşturulacak eğitim
ortamlarına teknolojinin entegre edilebilme durumu değerlendirilmiştir. Durum
çalışması yaklaşımına dayanan bu araştırma, Web 2.0 tabanlı teknolojilerin yabancılara
Türkçe öğretimine dahil edilmesinin öğrencilerin motivasyon ve yaratıcılığını
nasıl etkilediğini belirlemeyi amaçlamaktadır. Çalışma grubu Yıldız Teknik
Üniversitesi TÖMER'de B1 düzeyinde Türkçe öğrenen 10 öğrenci ile
oluşturulmuştur. Web 2.0 araçlarından Voki,
Pixton ve Padlet ile 3 hafta içerisinde 6 ders saati sınıf içi ve 4 ders
saati sınıf dışı uygulama yapılmıştır. Uygulamanın ardından öğrenciler ve dil
öğreticileri ile motivasyon ve yaratıcılığa yönelik görüşmeler
gerçekleştirilmiştir. Kullanılan Web 2.0 araçlarının öğrencilerin
motivasyonlarını geliştirdiği, yaratıcılıklarına katkı sağladığı, dil
öğreticilerine esnek imkanlar sunduğu ancak bu araçların amaçlı ve ara ara
kullanılmasının daha faydalı olacağı sonucuna varılmıştır.

Anahtar Kelimeler

Yabancı Dil Olarak Türkçe Öğretimi , Teknoloji Entegrasyonu , Web 2.0 Araçları , Motivasyon , Yaratıcılık

Kaynakça

Aikina, T. Y., & Zubkova, O. M. (2015). Integrating online services into English language teaching and learning: The case of Voki. International Journal of Emerging Technologies in Learning (iJET), 10(3), 66-68.
Ballén, D. (2014). The Role of Blogs and Web Resources in Students' Autonomous Learning Awareness. How, 21(2), 10-30.
Chakowa, J. (2018). Enhancing Beginners' Second Language Learning through an Informal Online Environment. Journal of Educators Online, 15(1), n1.
Cooper, K., & White, R. E. (2012). The Recursive Process In and Of Critical Literacy: Action Research in an Urban Elementary School. Canadian Journal of Education, 35(2), 41-57.
Fadini, K., & Fınardı, K. (2015). Web 2.0 Tools for the L2 Class. In International Conference on Education and New Developments (pp. 603-607).
Franklin, T., & van Harmelen, M. (2007). Web 2.0 for content for learning and teaching in higher education. Bristol: JISC. Retrieved November, 9, 2007.
Fuchs, B. (2014). The writing is on the wall: using Padlet for whole-class engagement. LOEX Quarterly, 40(4), 7.
Gonzalez-Vera, P. (2016). The e-generation: the use of technology for foreign language learning. New perspectives on teaching and working with languages in the digital era, 51-61.
Heafner, T. L., & Friedman, A. M. (2008). Wikis and constructivism in secondary social studies: Fostering a deeper understanding. Computers in the Schools, 25(3-4), 288-302.
Kennedy, S., & Soifer, D. (2013). Technology-driven innovations for teaching English learners. VA: Lexington Institute.
Lehman, S., Kauffman, D., White, M., Horn, C., & Bruning, R. (2001). Teacher interaction: Motivating at-risk students in Web-based high school courses. Journal of Research on Computing in Education, Vol.33, Issue5, p 1-19.
Lornsen, T. (2010). Free Web 2.0 Tools in German Language Classes. Die Unterrichtspraxis / Teaching German, Vol. 43, No. 2 (Fall 2010), pp. 200 & 202.
Meyers, E. A. (2014). Theory, technology, and creative practice: using pixton comics to teach communication theory. Communication Teacher, 28(1), 32-38.
Stevenson, M. P., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO journal, 27(2), 233.
Sydorenko, T., Hsieh, C. N., Ahn, S., & Arnold, N. (2017). Foreign Language Learners' Beliefs about CALL: The Case of a US Midwestern University. calico journal, 34(2).
Vázquez Calvo, B, & Cassany, D. (2016). Language learning actions in two 1x1 secondary schools in Catalonia: the case of online language resources. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era (pp. 73-82). Dublin: Researchpublishing.net.
Wang, S., & Camilla, V. (2012). Web 2.0 and second language learning: What does the research tell us?. Calico Journal, 29(3), 412.
Yıldırım A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	Bayram Baş Tuğba Yıldırım
Yayımlanma Tarihi	27 Temmuz 2018
Yayımlandığı Sayı	Yıl 2018 Cilt: 6 Sayı: 3

Kaynak Göster

APA	Baş, B., & Yıldırım, T. (2018). Yabancılara Türkçe Öğretiminde Teknoloji Entegrasyonu. Ana Dili Eğitimi Dergisi, 6(3), 827-839. https://doi.org/10.16916/aded.415059