The Effect of Using Technology Supported Material in Teaching English to First-Year Primary School Children: On Their Academic Success During COVID-19

Köprülü, Fatma

doi:10.3389/fpsyg.2021.756295

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…Ten papers aimed to determine the efficacy of an intervention delivered during the pandemic, using a range of approaches including personalisation and technology. The majority trialled reading interventions (Baker, 2022; and three focused on oral language Koprulu, 2021). Most reported positive effects of the intervention except for .…”

Section: Covid-19 and Yound Children's Language Development: Scoping ...mentioning

confidence: 99%

How did COVID-19 affect young children’s language environment and language development? A scoping review.

Zuniga-Montanez,

Davies,

Ligoxygakis

et al. 2024

Preprint

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Background: A diverse body of research conducted since the start of Covid-19 has investigated the impact of the pandemic on children’s environments and their language development. This scoping review synthesises the peer-reviewed research literature on this topic between 2020 and 2023. Methods: Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0-6-year-old children; studies focusing on any area of language development including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID-19 pandemic, with no restrictions of geographical location or language used by participants. Ninety-four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Results: Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children’s language-learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children’s language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children’s language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Conclusions: Our synthesis suggests that children’s language and environment were significantly impacted by COVID-19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic-era children to further understand the effects of the pandemic on children’s development.

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Section: Covid-19 and Yound Children's Language Development: Scoping ...mentioning

confidence: 99%

How did COVID-19 affect young children’s language environment and language development? A scoping review.

Zuniga-Montanez,

Davies,

Ligoxygakis

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Additionally, digital technologies and software played a significant role in supporting remote learning which was accelerated by the global pandemic (Susnjak, 2022). As a tool, technology is generally seen as a supportive and assistive aid (Köprülü, 2021), especially in higher education settings.…”

Section: Introductionmentioning

confidence: 99%

ChatGPT and Assessment in Higher Education: A Magic Wand or a Disruptor?

Klyshbekova,

Abbott

2024

EJEL

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There is a current debate about the extent to which ChatGPT, a natural language AI chatbot, can disrupt processes in higher education settings. The chatbot is capable of not only answering queries in a human-like way within seconds but can also provide long tracts of texts which can be in the form of essays, emails, and coding. In this study, in the context of higher education settings, by adopting an experimental design approach, we applied ChatGPT-3 to a traditional form of assessment to determine its capabilities and limitations. Specifically, we tested its ability to produce an essay on a topic of our choice, created a rubric, and assessed the produced work in accordance with the designed rubric. We then evaluated the chatbot’s work by assessing ChatGPT’s application of its rubric according to a modified version of Paul’s (2005) Intellectual Standards rubric. Using Christensen et al.’s (2015) framework on disruptive innovations, our study found that ChatGPT was capable of completing the set tasks competently, quickly, and easily, like a “magic wand”. However, our findings also challenge the extent to which all of the ChatGPT’s demonstrated capabilities can disrupt this traditional form of assessment, given that there are aspects of its construction and evaluation that the technology is not yet able to replicate as a human expert would. These limitations of the chatbot can provide us with an opportunity for addressing vulnerabilities in traditional forms of assessment in higher education that are subject to academic integrity issues posed by this form of AI. We conclude the article with implications for teachers and higher education institutions by urging them to reconsider and revisit their practices when it comes to assessment.

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“…Taymaz (2012) argues and states that the teacher, who is the backbone of teaching in the learning process, should be provided with ongoing in-service training supported by educational activities to respond to the demands of our time. Köprülü (2021) stated that the rapid development of technology has brought the need for more innovative teaching techniques due to changes in tools and the applications used in the educational field. Thus, Performance evaluation is a process that helps the administrators to see eye-to-eye about expectations, goals, and career progress, including how a teacher's work aligns with the educational organization's overall vision.…”

Section: Introductionmentioning

confidence: 99%

Performance Evaluation in Schools: A Meta-analysis Study

Köprülü

ÖZNACAR>

2022

Cyprus Turkish Journal of Psychiatry &Amp; Psychology

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In this study, a size-effect estimation was carried out to determine the relevance among organizational commitment, workload, motivation, and success in school performance. A meta-analysis method, a quantitative and formal research method that aims at systematic evaluation of previous studies for the outcome, was conducted in this research. To achieve the aim, referred journals such as Web of Science, SCOPUS, Yüksek Öğrenim Kurulu (YÖK), and National and International, published between 2010-2020, as well as the quantitative studies, were done in school performance, were scanned and findings were included in this study. The keywords in this study were, "performance, performance evaluation, performance assessment in schools, performans, performans değerlendirmesi and okullarda performans değerlendirmesi." While scanning the publications, WOS and SCOPUS-based, referred journals, for National dissertations YÖK databases were used. 353 types of research were reached in the Literature review, 239 of which were exempted because they were not relevant to the study. 114 types of research were dealt with during the Meta-analysis process. The Q and I² statistics were referred to determine the effect-size estimation process. The distribution of the findings was found to be heterogeneous. A strong and positive dimension (Zr=0.581) effect size was calculated between performance evaluation in schools and organizational commitment. The effect size calculated on the basis of the relationship between performance evaluation in schools and workload is also strong and positive (Zr=0.566). The effect of medium level and positive direction (Zr=0.405) between performance evaluation in schools and motivation was calculated. Moderate and positive (Zr =0.424) effect size was found between performance evaluation and academic success in schools. To conclude, it could be said that the reason why not too much research has been done in this field in both Turkey and TRNC is due to the transition to the performance evaluation system in 2015-2016.

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The Effect of Using Technology Supported Material in Teaching English to First-Year Primary School Children: On Their Academic Success During COVID-19

Cited by 4 publications

References 9 publications

How did COVID-19 affect young children’s language environment and language development? A scoping review.

How did COVID-19 affect young children’s language environment and language development? A scoping review.

ChatGPT and Assessment in Higher Education: A Magic Wand or a Disruptor?

Performance Evaluation in Schools: A Meta-analysis Study

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