Rewriting the Future Through Rhetorical Technology

Hanci-Azizoğlu, Eda Başak; Kavaklı, Nurdan

doi:10.4018/978-1-7998-6508-7.ch001

Cited by 3 publications

References 34 publications

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The Role of Technology Acceptance Model (TAM) in Developing Turkish Pre-Service EFL Teachers’ Technology Adoption

Ölmez

ULUTAŞ

2023

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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As 21st century has witnessed drastic changes in educational technology, the education of pre-service teachers has gained more significance. Educators are then sought to be digitally literate who are also accepting new technologies to utilize web tools competently. That said, this current quantitative driven-mix method research scrutinizes the role of the Technology Acceptance Model (TAM) in enhancing the pre-service English as a Foreign Language (EFL) teachers’ technology adoption in this changing educational landscape. Accordingly, an online questionnaire together with structured interview are used to gather data from 94 pre-service EFL teachers at a public university in Türkiye due to the restrictions of the Covid-19 pandemic during 2020-21 academic year. Quantitative data are analyzed through SPSS 27.0 to detect construct-dependent and -independent frequency levels whereas qualitative data are analyzed in lieu of grounded theory by means of thematic analysis. As a result of the quantitative data analysis, it is revealed that the Turkish pre-service EFL teachers’ levels of technology acceptance are moderately high, albeit there is no significant difference regarding age, gender, and personal computer ownership. On the other hand, qualitative data results provide a deeper insight into participants’ perceptions on related concepts. The results are mainly noted as the growing need for modifications in teacher education programs in order to familiarize more with technology and web tools as well as to improve their future technology-integrated language teaching practices.

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The Role of Technology Acceptance Model (TAM) in Developing Turkish Pre-Service EFL Teachers’ Technology Adoption

Ölmez

ULUTAŞ

2023

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Language Teachers' Investment in Digital Multimodal Composing (DMC) as a Manifold Application of Computer-Mediated Communication

Kavaklı

Abuşka

2023

Advances in Wireless Technologies and Telecommunication

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As an instructional potential for language learning purposes to integrate digital technologies, digital multimodal composing (DMC) has mushroomed as a textual practice which involves the exploitation of digital tools in order to produce texts. In doing this, multiple semiotic modes (e.g., word, image, soundtrack etc.) are combined, and involved in the process of text production. This chapter is assumed to envision the changes in the educational landscape as a result of the age of digitization, and to understand the potential contributions of digital technologies and novel literacies to language learning and teaching. Specifically, DMC-oriented language learning and teaching will be scrutinized in order to maximize the potentials of language teachers, and thereof language learners, by investing in a post-pandemic virtual technology as an application of computer-mediated communication.

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The Role of Technology Acceptance Model in Constructing Unbounded Learning Environments for Second Language Learners

Kavaklı

Ölmez

2021

Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education

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This chapter provides a foundation as to why second language teaching and learning as a discipline should be refocused with caution in the world of technology, what sort of theoretical and practical implications should be in place for second language teachers to employ in unbounded learning environments, what the roles of technology acceptance model (TAM) in shaping unbounded language learning environments for second language teachers and learners are, in what ways it can be possible to provide an ecological perspective on learning to utilize web-based technologies for second language learners, which is basically different from traditional learning models. More specifically, this chapter takes an informed look at the significance of teachers' technology acceptance in constructing unbounded learning environments to teach a second language.

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Rewriting the Future Through Rhetorical Technology

Cited by 3 publications

References 34 publications

The Role of Technology Acceptance Model (TAM) in Developing Turkish Pre-Service EFL Teachers’ Technology Adoption

The Role of Technology Acceptance Model (TAM) in Developing Turkish Pre-Service EFL Teachers’ Technology Adoption

Language Teachers' Investment in Digital Multimodal Composing (DMC) as a Manifold Application of Computer-Mediated Communication

The Role of Technology Acceptance Model in Constructing Unbounded Learning Environments for Second Language Learners

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