English as a Foreign Language (EFL) education not only requires students to receive in-class instruction but also necessitates them to engage in extra practices outside the classroom by using technological or non-technological resources. Hence, this study aimed to investigate the self-directed language learning behaviors of the EFL student teachers and their use of technology in the process by employing a mixed-methods study within an explanatory sequential research design. The quantitative data were collected from 110 EFL student teachers by using two distinct research instruments, whereas the qualitative data were collected through an open-ended questionnaire form, responded by 47 of these students. The results of the study indicated that technology utilization is a significant predictor of self-directed language learning. However, the findings show that the offcampus self-directed language learning abilities of the students, with or without the use of technology, do not significantly differ according to gender, age, and grade levels. The differences were only found in terms of unaided off-campus learning abilities of the students and their technology utilization frequency in language learning. The qualitative findings also show that students engage in a variety of self-directed language learning activities outside the classroom mostly by using technology.
The purpose of this study was to develop and cross-validate a measurement scale on students' perception of a psychologically safe learning environment in the Turkish context. Primarily, the scale items underwent two rounds of expert review. Then, a series of item elimination or revisions were performed to improve their relevance to the content domain and their comprehensibility for the target group according to the CVI and modified kappa statistics. The results yielded a strong content validity and clarity of the items. Then, the exploratory factor analysis and parallel analysis were performed based on the data from 556 secondary school students (grade 5-8), which suggested a three-factor solution. The KMO was 0.942 > 0.50 with significant Bartlett test values, x 2 (496) = 8295.592, p < 0.001 and the explained total variance was 50.622 %. Each item had a factor loading of > 0.58 with > 0.40 common correlations. To validate this structure, confirmatory factor analysis was conducted based on the data from a different group of students (N = 339). The goodness of fit indices, factor loadings, and the t statistics supported a good-fitting measurement model, x 2 (N = 339) = 925.29, df = 461, p < 0.001; x 2 /df = 2, NFI = 0.94, NNFI = 0.97, CFI = 0.97, SRMR = 0.069, RMSEA = 0.055. The convergent and discriminant validity were also supported. In general, the SLEPS has potential applicability both at the lower and upper secondary schools (public and private) and at the educational centers for the gifted.
Dijital teknoloji destekli yabancı dil kelime öğrenimi çevrimiçi ve çevrimdışı sözlükler, multimedya, sosyal medya, televizyon, bilgisayar, akıllı telefonlar, tabletler ve mobil cihazlar gibi yeni ve modern teknolojilerin kullanılmasıyla kelimelerin öğrenilmesi anlamına gelmektedir. Alanyazın incelendiğinde, dijital teknolojinin yabancı dil kelime öğreniminde etkisi olduğunu belirten çalışmalar olduğu gibi kelime öğreniminde etkisi olmadığını gösteren ortaya koyan çalışmalar da yer almaktadır. Bu nedenle, bu çalışmanın amacı dijital teknolojiye dayalı öğretimin yabancı dil kelime öğrenimi üzerindeki etkisini inceleyen Türkiye'de yapılan deneysel çalışmaların meta-analizini yaparak genel etki büyüklünü hesaplamak ve bu etki büyüklüğünün çeşitli değişkenler açısından anlamlı bir biçimde farklılaşma gösterip göstermediğini belirlemektir. Bu araştırmada meta analitik tarama yöntemikullanılmıştır. 2003-2018 yılları arasında dijital teknolojiye dayalı öğretimin yabancı dil kelime öğrenimi üzerindeki etkisini inceleyen kodlama ölçütlerine uygun 34 çalışma (41 karşılaştırma) belirlenmiştir. Yapılan meta analiz sonucunda, dijital teknolojiye dayalı öğretimin yabancı dil kelime öğrenimi üzerinde pozitif, geniş aralıkta bir etki büyüklüğüne sahip olduğu tespit edilmiştir. Bu etki büyüklüğünün çalışmanın türüne göre tezlerin lehine ve gruplama yöntemine göre rastgele atama lehine anlamlı farklılık gösterdiği; ancak çalışmanın kalitesine, öğretim kademesine, kullanılan teknoloji türüne ve uygulama süresine göre anlamlı fark göstermediği tespit edilmiştir.
This study explored the views of the lower secondary gifted students in relation to the learning climate established in their regular schools and the gifted education centers, with a focus on their psychological safety, in the Turkish context. It also investigated what these students and their teachers expect from a potentially safe and desirable learning atmosphere. Therefore, a qualitative research approach was employed. The data were collected through one-to-one semi-structured interviews with the gifted students (N=12) and their teachers (N=5). Then, the interview data were transcribed and content analyzed. The findings show that gifted students had a positive description of the Art and Science Center (SAC) as a safe and desirable place compared to their regular schools. They felt happy and psychologically safe at the SAC, where they could disclose their opinions and ask questions without being subjected to embarrassment. The regular schools, however, were not described as fully safe from a psychological perspective, mostly because of the crowded classrooms. Students' expectations of a safe learning climate were in relation to teacher approachability, peer relationships, learning process and the physical characteristics of the learning environment. Teachers were also of similar opinions with regard to these findings.
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