Digital technology use by the students and english teachers and self-directed language learning

Abstract

The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly beyond the classroom settings. The aim of this study was to examine the difference between the perceptions of 5-8 graders in low and high income groups about their technology use skills and their English teachers’ technology use skills. It also tested the correlation between their perceptions of their self-directed language learning behaviors and their technology use skills as well as their English teachers’ technology use skills. The population of the study consisted of 145 students. Inter group comparisons and correlational research methods were adopted. The results indicated that the low and high income students’ perceptions did not differ regarding their own technology use skills, and similarly their English teachers’ technology use skills. There was no correlation between the perceptions of the low/high income group combination regarding their technology use skills and their English teachers’ technology use skills. And lastly, their perceptions on their self-directed learning behaviors did not correlate with their perceptions on their technology use skills and their English teachers’ technology use skills. The educational implications of these results were discussed and suggestions were put forward so as to produce more effective learning environments. Keywords: Digital technology; self-directed learning; ELT, English teacher

The use of digital technology in foreign language learning

“…On the contrary, self-directed learning as such, should be led and supported by teachers and the teacher’s role is to lead students towards developing independent critical thinking and learning skills. Such a teacher-supported concept of self-directed learning is also explained in Sert and Boynuegri’s research ( 2017 ) stating that “it is clear that self-directed learning requires classroom context in which learner autonomy is promoted by the teacher” (p. 26). Garrison ( 1997 ) names a self-directed way of learning as “a collaborative constructivist perspective”, explaining that an individual takes responsibility for constructing meaning, while others confirm its worthwhileness, and he states that “the challenge for teachers is to create the educational conditions that will facilitate self-direction” (p. 30).…”

Integration of Interactive Multimedia with Local Potential as a Learning Innovation in Digital Era

“…The characteristics of multimedia that makes multimedia have its own features, this is indicated that multimedia being able to provide an interactive process and providing ease of feedback, multimedia providing freedom and convenience for students to choose learning topics with systematic control (Munir, 2010: 235). The use of technology in the classroom allows students to have competence regarding a particular technology, then in the learning process that is supported by the use of technology will bring about the independence of student learning because the learning process remains student-centered (Sert & Boynueğri, 2017). Interactive multimedia used in the learning process will be able to attract the attention of students so that students will focus on implementing learning activities.…”

Fostering creativity and language skills of foreign language learners through SMART learning environments: Evidence from fifth‐grade Korean EFL learners

“…According to Knowles (), self‐directed learning is the “process in which individuals take the initiative with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing learning strategies, and evaluating learning outcomes” (p. 18). Recently, the concept of self‐directed learning has shifted from inside to outside the classroom because “self‐directed learning usually occurs outside the classroom where the students take responsibility of their own learning” (Sert & Boynuegri, , p. 26). Thus, the role of English teachers is to facilitate learning and to train their students to be better prepared to learn independently and effectively both inside and outside of the classroom (Morrison, ).…”