Six seconds to visualize the word: improving EFL learners' vocabulary through VVVs

Kurt, Mustafa; Bensen, Hanife

doi:10.1111/jcal.12182

Cited by 25 publications

(30 citation statements)

References 25 publications

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“…The latter is because some of the online platforms that were used in the learning process were seen as enticing. Moreover, students claim that they would like to use them again [15], [22]. The reason behind the latter results be because the technologies used allowed students to interact without losing their face and do so as well as learn at their own pace, without anxiety or negative feelings [14], [17].…”

Section: The Key Findingsmentioning

confidence: 99%

“…There were no investigations on how various types of technology are being used to teach languages to the elderly either. Edmodo [3] WhatsApp [4] Educational game "The Conference Interpreter" [5] Mobile app [6] PDA with a GPS sensor [8] Jigsaw tasks on slides [10] Google Docs, Glogster, NaturalReader [11] OpenSimulator Project-CLILiOP [12] The Content Management System [13] Augmented Reality game [14] Computer game [15] Vine [16] e-glosses [17] e-book [18] My English Vocabulary Assistant mobile edition MyEVA Mobile [19] e-book [21] Video game World of Warcraft [22] Mobile PC learning system [23] Mobile learning system [24] e-portfolio [25] Personal response system EnClicker [26] Analytical Writing Discussion Forum [27] Online discussion forum eLearn [29] Digital annotation tool Hylighter [30] Happy English Learning System [31] Context-aware technologies on PC [32] Augmented Reality [33] Clickers…”

Section: Samples and Their Characteristicsmentioning

confidence: 99%

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Technology-enhanced language learning: Recent developments and what to expect next

Mikašytė¹

2018

IJET

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One of the key characteristics that are expected from a contemporary instructor is being able to creatively implement innovation in his/her day-to-day teaching activities. An example of such innovative approaches to teaching is the integrated teaching of, for instance, STEM subjects with foreign languages (FL). The latter can be successfully achieved via technology-enhanced learning (TEL) approach. Currently, there are numerous apps and platforms available or still being developed for teaching STEM subjects, which could be combined with learning FLs in order to ensure successful learning outcomes even more. However, the full educational potential of TEL tools for teaching FLs should be investigated and disclosed beforehand. To this end, the present paper provides an overview of the most recent developments in technology-enhanced language learning (TELL). It firstly surveys state-of-the art and then gives an insight into what to expect from the near future studies on TELL.

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Section: The Key Findingsmentioning

confidence: 99%

Section: Samples and Their Characteristicsmentioning

confidence: 99%

Technology-enhanced language learning: Recent developments and what to expect next

Mikašytė¹

2018

IJET

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“…Turkish researchers also have been examining the impacts of digital technologies in foreign language vocabulary learning since years proving their effectiveness over conventional classroom instruction (e.g. Fidan, 2003;Eren, 2015;Güvendir & Gezgin, 2015;Kurt & Bensen, 2017;Özer & Koçoğlu, 2017). In contrast, there exist some contradictory findings, too, reporting that no significant difference exists between the instruction with or without technology in foreign language vocabulary learning (Tokaç, 2005;Erkuş, 2008;Basoz & Can, 2016).…”

Section: Technology-mediated Vocabulary Learningmentioning

confidence: 99%

“…Yabancı dilde kelime öğreniminde çeşitli dijital teknolojilerin etkililiğini ve eğitimin ilk yıllarından üniversiteye kadar farklı yaş grupları ve sınıf düzeylerini dikkate alarak geleneksel yaklaşımlara göre avantajlarını incelemek amacıyla Türkiye'de ve dünyada pek çok deneysel ve betimsel çalışmalar yapılmıştır (Yip & Kwan, 2006;Fageeh, 2013;Shoaei & Alavi, 2016;Nejati, Jahangiri, & Salehi, 2018;Fidan, 2003;Eren, 2015;Güvendir & Gezgin, 2015;Kurt & Bensen, 2017;Özer & Koçoğlu, 2017). Buna karşın, dijital teknoloji temelli öğretimin yabancı d,l kelime öğrenimi üzerinde herhangi bir etkisi olmadığını gösteren çalışmalar da mevcuttur (Tokaç, 2005;Erkuş, 2008;Basoz & Can, 2016).…”

Section: Geni̇ş öZet 1 Girişunclassified

The Impact of Digital Technology-Mediated Foreign Language Instruction on Vocabulary Learning: A Meta-Analytic Review

Haidari¹,

Baysal²,

Kanadlı³

2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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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.

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“…The professional development package improved the quality of the teachers' use of evidence-based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes. Kurt and Bensen (2017) fostered vocabulary development through the implementation of Vine vocabulary videos in English vocabulary learning. The results of the post-test revealed that the practice of Vine vocabulary videos was effective and improved participants' vocabulary.…”

Section: Vocabulary Developmentmentioning

confidence: 99%

The Impact of Debate Strategy on Developing English Vocabulary and Decision Making of French Department Students at Al-Arish Faculty of Education

Ahmed¹,

Ahmed²

2018

مجلة البحث العلمى فى التربیة

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The aim of this study was to investigate the impact of debate strategy on developing English vocabulary and decision making of French department students at Al-Arish faculty of education . The design of the study was a one group preposttest quasi experimental design. Thirty of thirdyear French university students were selected to be the experimental group of the study. This experimental group was tested using prepost vocabulary test and decision making scale before and after being exposed to debate activities treatment .The experiment lasted for two months during the first term of 2017-2018 academic year . Pairedsamples of ttest revealed significant differences between the pre test and post test of vocabulary test and the scale of decision making . It was concluded that using debate strategy to university students was effective on developing their vocabulary and decision making . Keywords : debate -vocabularydecision making-students of French department ‫العربيت‬ ‫باللغت‬ ‫البحث‬ ‫ملخص‬ ‫البحث‬ ‫عنوان‬ : ‫القرار‬ ‫إتخار‬ ‫و‬ ‫االنجليزيت‬ ‫اللغت‬ ‫مفرداث‬ ‫تنميت‬ ‫في‬ ‫المناظرة‬ ‫استراتيجيت‬ ‫فاعليت‬ ‫بالعريش‬ ‫التربيت‬ ‫بكليت‬ ‫الفرنسيت‬ ‫اللغت‬ ‫قسم‬ ‫طالب‬ ‫لذي‬ ‫إذخار‬ ‫و‬ ‫االًجليزيح‬ ‫اللغح‬ ‫هفشداخ‬ ‫ذٌويح‬ ‫في‬ ‫الوٌاظشج‬ ‫فاعليح‬ ‫علي‬ ‫الرعشف‬ ‫الذساسح‬ ‫هزٍ‬ ‫هذفد‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫قسن‬ ‫طالب‬ ‫لذي‬ ‫القشاس‬ . ‫هجوىعح‬ ‫علي‬ ‫الذساسح‬ ‫اشرولد‬ ‫طالب‬ ‫لذي‬ ‫ذٌويرها‬ ‫الوشاد‬ ‫االًجليزيح‬ ‫اللغح‬ ‫توفشداخ‬ ‫قائوح‬ ‫هي‬ ‫أدواذها‬ ‫ذكىًد‬ ‫و‬ ‫ذجشيثيح‬ ‫واحذج‬ ‫االًجليزيح‬ ‫اللغح‬ ‫هفشداخ‬ ‫واخرثاس‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الثالثح‬ ‫الفشقح‬ ‫الفشًسيح،‬ ‫اللغح‬ ‫قسن‬ ‫هقياس‬ ‫إلي‬ ‫تاإلضافح‬ ‫الوٌاظشج‬ ‫اسرشاذيجيح‬ ‫علي‬ ‫القائوح‬ ‫واألًشطح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ‫لطالب‬ ‫القشاس‬ ‫إذخار‬ . ‫العام‬ ‫هي‬ ‫األول‬ ‫الرشم‬ ‫في‬ ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ‫طالب‬ ‫الي‬ ‫األدواخ‬ ‫ذلك‬ ‫ذقذين‬ ‫ذن‬ ‫الجاهعي‬ 2017 -2018 . ‫علي‬ ‫اشرولد‬ ‫ذجشيثيح‬ ‫واحذج‬ ‫هجوىعح‬ ‫هي‬ ‫الرجشيثي‬ ‫الرصوين‬ ‫ذكىى‬ ‫عذد‬ 30 ‫الثالثح‬ ‫الفشقح‬ ، ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ، ‫الورخصصيي‬ ‫لغيش‬ ‫اإلًجليزيح‬ ‫اللغح‬ ‫هادج‬ ‫في‬ ‫طالة‬ . ‫اللغح‬ ‫هفشداخ‬ ‫ذٌويح‬ ‫في‬ ‫الوٌاظشج‬ ‫اسرشاذيجيح‬ ‫إسرخذام‬ ‫فاعليح‬ ‫الذساسح‬ ‫ًرائج‬ ‫أوضحد‬ ‫ضىء‬ ‫في‬ ‫و‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫قسن‬ ‫طالب‬ ‫لذي‬ ‫القشاس‬ ‫إذخار‬ ‫و‬ ‫االًجليزيح‬ ‫الذساسح‬ ‫وذىصياخ‬ ‫هقرشحاخ‬ ‫ذقذين‬ ‫ذن‬ ‫الذساسح‬ ‫ًرائج‬ . ‫المفتاحيت‬ ‫الكلماث‬ : ‫المناظرة‬ ‫استراتيجيت‬ -‫االنجليزيت‬ ‫اللغت‬ ‫مفرداث‬ -‫القرار‬ ‫إتخار‬ -‫طالب‬ ‫الفرنسيت‬ ‫االلغت‬ ‫قسم‬

show abstract

Six seconds to visualize the word: improving EFL learners' vocabulary through VVVs

Cited by 25 publications

References 25 publications

Technology-enhanced language learning: Recent developments and what to expect next

Technology-enhanced language learning: Recent developments and what to expect next

The Impact of Digital Technology-Mediated Foreign Language Instruction on Vocabulary Learning: A Meta-Analytic Review

The Impact of Debate Strategy on Developing English Vocabulary and Decision Making of French Department Students at Al-Arish Faculty of Education

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