The aim of this study is to investigate the potential impact of smartboards on vocabulary learning of foreign language learners.
Just as cultural knowledge is a part of language learning, so has the use of technology rapidly become an indispensable part of foreign language teaching in today's lessons. Respectively, this study aims to reveal the impact of the use of Smart Boards as a supplementary material on the intercultural learning process in preparatory classes. Therefore, firstly with the aim of bringing out teachers' attitudes towards intercultural learning and secondly, revealing the influence of the use of teaching materials and Smart Boards on intercultural learning activities, open ended questions were used. As a research method a qualitative process was implemented and the survey questions were used to interview the teachers teaching preparatory classes. In the survey process, the gathered transcripts of the recorded interviews were contentedly organized under headings related to the topic and some main themes that include the most precise answers were determined. After the evaluation process, teachers' statements revealed that in foreign language teaching the use of Smart Boards is motivating in terms of teaching intercultural knowledge and that it is a fast facilitator. Additionally, the teachers suggested that the use of such kind of supplementary materials should be encouraged to become more prevalent. Despite all of the results, the teachers expressed their reservations about whether the Smart Boards are used in an effective way or not in the lessons.
Bu çalışmada Namık Kemal Üniversitesi Yabancı Diller Yüksekokulu'nda kullanılan akıllı tahtaların öğrencilerin öğrenme stilleri ve motivasyonlarına sağladığı katkıları tespit etmek hedeflenmiştir. Öğrencilere öğrenme stilleri, motivasyon ve medya kullanım becerilerini kapsayan çoktan seçmeli ve açık uçlu sorular yöneltilerek bu şekilde ders ortamlarını kendi bakış açılarından değerlendirmeleri istenmiştir. Anket SPSS Pasw Statistics 18.0 "Network" kullanılarak değerlendirilmiştir. Sonuç olarak öğrencilerin çoğunluğunun dil öğrenmede bir takım stratejiler kullandığı, fakat bunların etkililiği konusunda tam olarak farkındalık sahibi olmadıkları tespit edilmiştir. Ayrıca öğrenciler kendilerini dil öğrenme konusunda motive edecek unsurlardan birinin de sınıf içerisinde teknolojik yeniliklerden faydalanılması olduğunu belirtmişlerdir. Bunun yanında, dil öğreniminde yeniliklere açık bir tutum sergileseler de son tahlilde sınıf içerisinde pasif dinleyiciler olarak öğrenmeyi tercih ettiklerini vurgulamışlardır. Özellikle akıllı tahtanın ve diğer ders destek araçlarının tüm özellikleriyle bilinçli, etkili bir biçimde kullanılmasının, öğrencilerin yabancı dil derslerine karşı tutum ve başarılarını olumlu yönde etkileyeceği düşünülebilir. Bu araştırmanın sonuçları gösteriyor ki, ders ortamlarında faydalanılan teknolojik yenilikler, işlenen konulara ilgiyi yoğunlaştıracak ve öğrenmeyi daha eğlenceli ve motive edici hale getirecektir. Bu gibi yenilikler, gelecek derslerde öğrencinin derse katılımının yükselmesini sağlayıp, öğrenme isteğini ve güdüsünü büyük ölçüde artıracaktır. Böylece öğrencilerin dil öğrenmede kendi öğrenme stratejilerini belirlerken medya desteğinden faydalanmayı da göz ardı etmemeleri sağlanmış olacaktır.* Bu çalışma "Eğitimde FATİH Projesi -Eğitim Teknolojileri Zirvesi 2016" etkinliğinde sunulan tebliğin tam metin halinde genişletilmiş şeklidir.
This study aims to show the effects of the audiobook forms of linguistically simplified literary works, a new media product, on foreign language learning processes from different perspectives since new media are taking place in current teaching theories and design of foreign language teaching. In the study, applied experimental research was carried out within the framework of linguistically simplified audiobooks. The research was designed with the participation of fifty four students within the scope of the reading comprehension course. The aim is to clarify the advantages and disadvantages of audiobooks in foreign language acquisition and the development of foreign language skills. In addition to this, an answer is sought to the question of whether audiobooks are effective in enriching the course content, increasing reading motivation, and acquiring different strategies in language learning. Based on the research results for these questions, it was determined that the students abstained from them in the first survey because they did not have full knowledge of audiobooks. Therefore, more participants in the second survey compared to the first survey preferred audiobooks instead of printed books as additional material to improve their language skills, increase motivation for reading, and improve reading techniques and strategies. In addition, the multimedia feature of audiobooks helps to increase concentration during reading. Considering the participants' desire for alternative information transfer tools and the materials they use to appeal to many senses, it can be interpreted that their hesitations about new media products stem from ignorance. Based on the research results, it is thought that it would be beneficial to use audiobooks as auxiliary material in developing various language skills in learning a foreign language in the classroom reading comprehension lesson.
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