Games or gamified activities blended with traditional ways of teaching can be implemented as a useful strategy in foreign language classrooms. Gamification as a novel pedagogical approach offers opportunities in accordance with game elements and techniques that can be applied in nongame context like classroom. This study is about an online free application called Kahoot. Kahoot has been used to stimulate students' English as their foreign language more effectively, actively and interestingly and can be accessed by teachers to use in foreign language classrooms. The aim of the study is to demonstrate Kahoot can be used as a Review Activity in foreign language classrooms and to gather information on students' perceptions about this application included in educational process. The research design for this study is action research. Kahoot was implemented three times at the end of every three units. For the quantitative part of the study, data were collected through a 20-item questionnaire including 15 participants to determine the perceptions of the use of the Kahoot. Findings of the study indicate that students were able to engage actively in the lessons and they were able to master the target language effectively and enjoy learning English using games.
Pronunciation is one of the main problems in language teaching and learning and it gets little attention. Most of students underestimate the importance of pronunciation considering that pronunciation is less important than other aspects of language. Many researchers investigated the weakness of pronunciation among students in all stages. However, there is still a strong need to develop pronunciation of foreign language students. This study aims to investigate the effectiveness of using Kahoot application for developing EFL pronunciation and conducted with second year students at advanced level from Translation and Interpretation Department at Selçuk University in Turkey. A diagnostic test provided in a pronunciation course material was used in order to determine mispronouncing sounds. The study followed the two groups (control and experimental) with pre-post-test design. The pre-test was administered to the students of both groups at the beginning. After the administration of the pretest, for instruction session, the control group followed the activities in the course material and experimental group was taught using Kahoot application for the same activities. Then, the post-test was administered to both groups. The results were statistically analyzed (t-test) and the findings revealed that the EFL pronunciation skills of the experimental group were developed as a result of using Kahoot application. It is recommended that Kahoot application can be used in different educational stages for developing EFL pronunciation skills.
Bu çalışmanın amacı, öz-düzenlemeli öğrenme stratejisi kullanımı ile çevrimiçi öğrenme motivasyonu arasındaki ilişkiyi belirlemek ve ayrıca öz-düzenlemeli öğrenme stratejilerinin çevrimiçi öğrenme motivasyonunda yordayıcı bir rolü olup olmadığını araştırmaktır. Araştırmada iki ölçek kullanılmıştır. İlk ölçek Dündar ve Köksal ( 2017) tarafından yabancı dil öğrenenlerin strateji tercihlerini belirlemek için, ikinci ölçek ise Özbaşı, Cevahir ve Özdemir (2018) tarafından öğrencilerin çevrimiçi öğrenmeye yönelik motivasyon kaynaklarını belirlemek için geliştirilmiştir. Selçuk Üniversitesi'nden 125 katılımcı ile çevrimiçi bir araştırma yürütülmüştür. Elde edilen sonuçlara göre Bilişsel Stratejiler, Duyuşsal Stratejiler, Meta Bilişsel Stratejiler, Meta-Duygusal Stratejiler yüksek düzeyde ve öğrenciler tarafından daha çok kullanılmaktadır. Ayrıca, sonuçlar öğrencilerin en çok Bilmek için İçsel Motivasyonu (X=22.79) kullandıklarını göstermiştir. Öz düzenlemeli öğrenme stratejilerinin çevrimiçi öğrenme ortamındaki motivasyonu anlamlı düzeyde yordadığı belirlenmiştir. Öz-düzenlemeli Öğrenme Modeli
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