An investigation of a multimedia language lab project in Turkish state universities

Karatay, Yasin

doi:10.14705/rpnet.2015.000347

Cited by 2 publications

(10 citation statements)

References 1 publication

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“…The technical issues that instructors in the present study are experiencing are also similar to those reported by Karatay (2015), who found that 65% of Turkish students experienced frequent breakdowns in the MLLs and that these breakdowns decreased the students' motivation.…”

Section: Discussion Recommendationssupporting

confidence: 87%

“…Large-size classes and the wide number of groups made it challenging for lab teaching to be effective. In Karatay's (2015) study, 65% of Turkish students reported some very frequent breakdowns in the MLLs and that these breakdowns decreased their motivation. Furthermore, Mohanty (2009) reported that in most of the oral assignments, technology-in-use was only limited to PowerPoint presentations about business case-studies.…”

Section: Introductionmentioning

confidence: 94%

“…56% felt that they were learning interactively, which they did not experience in the traditional classroom. The students felt that the lessons were student-centered (Karatay's (2015).…”

Section: Introductionmentioning

confidence: 99%

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Feasibility of Digital Multimedia Language Labs for Interpreting Instruction as Perceived by Interpreting Instructors in Saudi Arabia

Al-Jarf

2021

IJLLT

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The College of Languages and Translation (COLT) prepares translators and interpreters. Some of the courses that the students take are language courses such as listening, speaking, reading, writing, vocabulary, grammar, and 4 types of interpreting courses (simultaneous, consecutive, liaison and sight). COLT has installed 4 multimedia language labs (MLLs) currently used for teaching listening courses, in addition to interpreting courses. Each MLL consists of a teacher's station and 40 student stations each with a computer, headsets, and an audio box. The MLL software consist of XClass, a multimedia classroom management software, a Digital Language Lab Software (DLL) software for improving the students’ oral listening skills, and WaveLab Mastering and Audio Editing Software. The presentation aims to find out whether the MLL is feasible for interpreting instruction and factors that affect lack of utilization of MLLs in interpreting instruction at COLT based on the instructors' views. A sample of 10 interpreting instructors and an IT specialist was interviewed. It was found that only 20% use the MLL in interpreting instruction (simultaneous and sight interpreting). By contrast, 80% use the MLLs as a classroom, use the speakers, text on a flash drive and MP3 players. They believe that MLLs are not suitable for teaching consecutive and liaison interpreting. They reported hardware and software problems, instructor-related, student-related, and technical support issues. The study concluded that normalization and attitude change towards new technology, hands-on practice, and availability of technical support on site are crucial in adapting the MLLs to interpreting instruction. The study reports results and some recommendations.

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Section: Discussion Recommendationssupporting

confidence: 87%

Section: Introductionmentioning

confidence: 94%

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Feasibility of Digital Multimedia Language Labs for Interpreting Instruction as Perceived by Interpreting Instructors in Saudi Arabia

Al-Jarf

2021

IJLLT

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“…With the introduction of such means and platforms for delivering instruction outside the classroom, blended learning, combining e-learning and conventional classroom methods as well as providing room for student control over the learning process, has gained popularity as a promising option. As illustrated in Figure 1 below, providing multimodal practice with feedback, addressing individuals' needs and goals in a crowded class, offering variety in resources and real life skill-building in computer use, including motivational fun elements, and allowing collaboration among peers as well as self-reflection and learner autonomy are among the many benefits of complementing traditional classroom teaching with elearning (Tang & Chaw 2013;Karatay, 2016). Hence, both instructors and students have positive attitudes towards the incorporation of such technology and content and they value the experience with such media (Ayres, 2002;Warschauer and Kern, 2000;Rico & Vinagre, 2000;Sadeghi & Dousti, 2012;Chun & Plass, 1997;Arikan, 2009;Shin & Son, 2007 as cited in Karatay, 2016;Chapelle, 2009;Lopez-Perez et al, 2011 as cited in Tang & Chaw, 2013;Yelbay, 2011).…”

Section: Virtual Learning Environments and Blended Learningmentioning

confidence: 99%

“…However, with the increase in technological developments and their widespread use, accompanied by a drop in prices, in the late 1970s and 1980s, computers for educational use in general and language teaching purposes specifically could become more widely available (Levy, 1997). Over time, especially upon the emergence of the World Wide Web and the Internet, CALL content has transformed significantly, from those initial simplistic and relatively more behavioristic textbook style gap-filling tasks to interactive and integrative multimedia activities that rely on the sound, animation and full-motion video options available in today's virtual environments and encourage learners to take on the responsibility for their own learning and become more independent (Karatay, 2016;Chapelle, 2001;Chapelle, 2010).…”

Section: Introductionmentioning

confidence: 99%

Students’ attitudes towards blended language courses: A case study

Karaaslan¹,

Kılıç²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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In an effort to create enriched language learning environments, language teachers, program and course developers, and publishing companies have long sought novel ideas and alternatives. Thus, a wide range of information and communications technologies, which have manifested themselves in the form of virtual learning environments, web-based platforms, or mobile-assisted applications, have been embraced in the field. With the introduction of new means and platforms for delivering instruction outside the classroom, blended learning, combining e-learning and conventional classroom methods as well as providing room for student control over the learning process, has gained popularity as a promising option. In this case study, which focuses on a group of second-year English language students at a School of Foreign Languages, the goal was to investigate students' attitudes towards blended learning with reference to six learning aspects: learning-flexibility, online-learning, study-management, technology-use, classroom-learning, and online-interaction (Tang & Chaw, 2013). Students' responses to the attitude questionnaire were subjected to descriptive statistical analysis as well as internal consistency tests among subscales. A subsequent focus group meeting was held with a group of 15 students to attain qualitative data on their views and attitudes towards blended learning with respect to their experiences and expectations. Highachievers had a tendency to hold positive attitudes towards all learning aspects while low-achievers required more face-to-face in-class time, interaction and study management support, pointing to possible links among such variables as language proficiency, learner autonomy and attitudes towards blended learning and highlighting how critical student characteristics and attitudes could prove in the implementation process.

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An investigation of a multimedia language lab project in Turkish state universities

Cited by 2 publications

References 1 publication

Feasibility of Digital Multimedia Language Labs for Interpreting Instruction as Perceived by Interpreting Instructors in Saudi Arabia

Feasibility of Digital Multimedia Language Labs for Interpreting Instruction as Perceived by Interpreting Instructors in Saudi Arabia

Students’ attitudes towards blended language courses: A case study

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