Araştırma Makalesi
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Technology Integration in Teaching Turkish as a Foreign Language

Yıl 2018, Cilt 6, Sayı 3, 827 - 839, 27.07.2018
https://doi.org/10.16916/aded.415059

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.

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

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.

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.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal
Bölüm Makaleler
Yazarlar

Bayram BAŞ> (Sorumlu Yazar)
Yildiz Technical University, Turkey
0000-0003-3569-9395
Türkiye


Tuğba YILDIRIM Bu kişi benim
ÖZYEĞİN ÜNİVERSİTESİ
Türkiye

Yayımlanma Tarihi 27 Temmuz 2018
Yayınlandığı 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 . DOI: 10.16916/aded.415059

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.