Digital technology use in ELT classrooms and self-directed learning

Abstract

The digital era is a new challenge for teachers. While children get acquainted with digital technology before the age of six, teachers, who have encountered 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 of technology within and beyond classroom settings. The aim of this study was to examine the difference between the perceptions of students in low- and high-income groups about their use of technology in a general sense and their teachers’ use of technology in ELT classrooms. It also tested the correlation between the perceptions of their self-directed learning behaviours and their own/their teachers’ technology use. The population of the study consisted of 75 students from high- and 70 students from low-income groups. Causal comparative and correlational research methods were adopted in the study. The surveys to measure the students’ perceptions about technology use were developed by the researchers. A scale, established by Demirtas and Sert (2010), was used to identify the level of self-directed learning views of the students. The data were collected at the beginning of the first term of the 2015-2016 school year. The results indicated that there was no significant difference between perceptions of the low- and high-income students regarding their own technology use. Likewise, perceptions of the low- and high-income students did not differ regarding their teachers’ technology use. There was no correlation between the perceptions of the low-/high-income mixed group regarding their use of technology and their teachers’ use of technology. Lastly, self-directed learning perceptions of the low-/high-income mixed group did not correlate with their perceptions on any aspects of technology use. The educational implications of these results were discussed and suggestions were put forward in order to produce more effective learning environments. Keywords: Digital technology, self-directed learning, ELT

Türkiye’de Yabancı Dil Eğitiminde Teknoloji Entegrasyonu Üzerine Alanyazın İncelemesi

“…As there are only eleven studies focusing on technology integration in teacher education, there should be more studies conducted in this field. Regarding the timeline of the studies conducted in Turkey on technology integration in EFL, it could also be inferred that there is more tendency to carry out studies on teacher education in terms of technology integration into EFL like Sert, Boynueğri (2016) and Ersanlı (2016)'s studies, which is similar to the research practices in international context considering Asri Siti, Santiana (2017) and Ouk Joung (2017)'s studies. Finally, most of the studies in technology and foreign language education have been done in higher education level.…”

“…For example, In the USA, the Ministry of Education carried out a project called 'Preparing Tomorrow's Teachers to Use Technology', which aimed at improving and enhancing the technology preparation of pre-service teachers, which resembles what we have as FATIH PROJECT. Considering the timeline of the studies conducted in Turkey on technology integration in EFL, it could also be inferred that there is more tendency to carry out studies on teacher education in terms of technology integration into EFL like Sert, Boynueğri (2016) and Ersanlı (2016)'s studies, which is similar to the research practices in international context considering Asri Siti, Santiana (2017) and Ouk Jeong (2017)'s studies.…”

Types of Force and Their Utilization: Guided Inquiry-Based Interactive E-LKPD for Fourth Grade Elementary School Students

“…In addition to attracting interest in reading, this Interactive E-LKPD learning tool is also designed so that students do not get bored easily when reading and understanding the material's content. Especially now that learning must be technology-based, learning activities become flexible (Attard & Holmes, 2020;Sert & Boynueğri, 2016;Yavuz et al, 2021). The advantage of this interactive E-LKPD learning tool is that it can be used in various situations through online and offline systems.…”

Does Digital Literacy Influence SDL Performance of Pre-Service Educators?

“…And the digital skills they emphasize or neglect when teaching this concept to their future students. Teachers' beliefs on various topics have influenced the effectiveness of teaching (List et al, 2020;Sert & Boynueğri, 2016). Competence maturity in mistreatment digital generation for learning that's enclosed with digital technology is additionally crucial for instructors and students The adulthood degree of mastery of digital technology is one part that plays a task in aiding the transformation of enterprise-based aiming to develop competency-based human resources in the 4.0 industrial revolution era.…”