Educational Technology in Language Learning: Analyzing Advanced EFL Learners’ Perception on the Use of Technology at Language Institute
محورهای موضوعی : Applied Linguistics
Soraya Omara
1
(Department of English Language, Zahedan Branch, Islamic Azad University, Zahedan, Iran)
کلید واژه: ICT, Perception, EFL learners, Educational Technology, یادگیری زبان, تقویت واژگان, بازی آنلاین,
چکیده مقاله :
The present study made an attempt to investigate advanced EFL learners' perception in a private language institute on the use of technology. It also analyzed the possible difference between the EFL learners' perceptions in terms of their genders. To do this, a quantitative study based on survey data and a structured interview was conducted. A group of 88 learners, 44 males, and 44 females made up the subjects. These learners had already studied in the institute using some technological devices; thus, they were familiar with the use of these devices in the language class. The questionnaire was distributed among the participants during their class time and soon after it, they were collected and submitted for analysis using SPSS. Afterwards, the participants were interviewed for cross validation purpose. The results of the study proved that the learners, both males and females, had positive perception towards the use of technology in their language class. In addition, all of the question items without much differences between them supported the positive effect of using different aspects of technology in the language class. In other words, both genders expressed the same type of attitudes towards the given ideas and not much difference could be observed between them. Findings of the present work can suggest the usefulness and practicality of educational technology in the area of language teaching and learning.
ثابت شده است که بازی های آنلاین در افزایش نرخ یادگیری زبان تاثیرگذار هستند. بسیاری از جنبه های زبان در پرتو بازی های آنلاین مورد بررسی قرار گرفته، اما واژگان به اندازه کافی در سطوح مختلف مهارت در نظر گرفته نشده است. بنابراین، مطالعه حاضر با هدف بررسی تاثیر بازی های آنلاین بر تقویت واژگان زبان آموزان جوان زبان انگلیسی انجام شد. بدین منظور، در پی یک طرح آزمایشی واقعی، نمونه ای متشکل از هشتاد دانش آموز دختر و پسر در پژوهش شرکت کردند. به طور تصادفی به دو گروه کنترل و آزمایش تقسیم شدند. با استفاده از آزمون OPT همگن شدند. سپس، با استفاده از آزمون آنلاین واژگان، از قبل مورد آزمایش قرار گرفتند. سپس گروه گواه با استفاده از روش های سنتی کتاب درسی و نگارش و گروه آزمایش با استفاده از بازی آنلاین BINGO تحت آموزش قرار گرفتند. پس از آن، گروه ها از طریق یک آزمون آنلاین واژگان دیگر پس آزمون قرار گرفتند. نمرات وارد نرم افزار SPSS شده و آمار توصیفی محاسبه و آزمون t اجرا شد. نتایج نشان داد که گروه آزمایش در تسلط بر واژگان مشخص شده از گروه کنترل بهتر عمل کرد و بین دو گروه تفاوت قابل توجهی وجود داشت. این مطالعه پیامدهایی برای معلمان، طراحان برنامه درسی و دانش آموزان دارد.
Albirini, A. (2006) Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers and Education, 47(4), 373-398.
Arshad Khan, M., Kamal, T., Illiyan., A., & Asif, M. (2021). School Students’ Perception and Challenges towards Online Classes during COVID-19 Pandemic in India: An Econometric Analysis. Sustainability, 13 (2), 47-86.
Atmojo, A. & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13, 49-76. 10.18326/rgt. v13i1.49-76.
Babbie, E. (2005). The basics of social research. Toronto: Thomson & Wada Worth Press.
Bame, A. E., Dugger, W. E. Jr., de Vries, M., & McBee, J. (1993). Pupils’ attitudes toward technology–PATT-USA. The Journal of Technology Studies, 19 (1), 40–48.
Barber, D., Cooper, L., & Meeson, G. (2007). Learning and teaching with interactive whiteboards: Primary and early years. Exeter, England: Learning Matters.
Blake, R.J. (2008) Brave New Digital Classroom: Technology and Foreign Language Learning. Georgetown University Press: Washington, D.C.
Carlson, S. A., & Silvman, R. (2006). Microcomputers and computer-assisted instruction in special classr: Do we need the teacher? Learning Disability Quarterly, 9(2), 105-110.
Derbyshire, H. (2003). Gender issues in the use of computers in education in Africa. Retrieved 25 January 2008 from http://imfundo.digitalbrain.com/imfundo/web/learn/documents/
Dornyei, Z. (2005). Questionnaires in Second Language Research. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Duran, A., & Cruz, M. (2011). The interactive whiteboard and foreign language learning: A case study. Porta Linguarum, 15(5), 211-231.
Durndell, A., Glissov, P., & Siann, G. (1995). Gender and computing: Persisting differences. Educational Research, 37(3), 219–227.
Ekmekçi, E. (2016). Integrating Edmodo into foreign language classes as an assessment tool. Participatory Educational Research (PER), 1(1), 1-11.
Fullen, M. (1989). The New Meaning of Educational Change. New York: Teachers College Press.
He, R.G. & Yan, Y.J. (2001) Applying Information Technology in Health and Physical Education, Teachers' World Bimonthly, 11(2), 71-85.
Hennessy, S., Ruthven, K. and Brindley, S. (2005) Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution and change. Journal of Curriculum Studies, 37(2), 155-192.
Jones, H. and Paolucci, R. (2004), Research framework and dimensions for evaluating the effectiveness of educational systems on learning outcomes, Journal of Research on Computing in Education, 32 (1), 17-27.
Johnsona, E. M., Ramanaira, J., & Brineb, J. (2010). ‘It’s not necessary to have this board to learn English, but it’s helpful’: Student and teacher perceptions of interactive whiteboard use. Innovation in Language Learning and Teaching, 4(3), 199-212.
Kaid, M., & Bin-Hady, W. (2019). A Study of EFL Students’ Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool Arab World English Journal (AWEJ) Special Issue on CALL Number 5. July 2019.
Kennewell, S. & Morgan, A. (2003). Student teachers’ experiences and attitudes towards using interactive whiteboards in the teaching and learning of young children. Presentedat the IFIP Working Groups 3.5 Conference: Young Children and Learning Technologies. UWS Parramatta.
Ko, S., & Rossen, S. (2017). Teaching online: A practical guide. Taylor & Francis.
Larsen-Freeman, D. and Anderson, M. (2011) Techniques and Principles in Language Teaching (3rd Ed.). Oxford: Oxford University Press.
Lee, D. (2003). Factors influencing the success of computer skills learning among in-service teachers. British Journal of Educational Technology, 28, 139-141.
Mathews-Aydinli, J., &Elaziz, F. (2010). Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms, Computer Assisted Language Learning, 23(3), 235-252.
McManis, Lilla Dale; Gunnewig, Susan B. (2012). YC: Finding the Education in Educational Technology with Early Learner, Young Children, 67(3), 14-22.
Mohalikand, R., & Sahoo, S. (2020). E-Readiness and Perception of Student Teachers towards Online Learning in the Midst of COVID-19. Available at SSRN: https://ssrn.com/abstract=3666914.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14 (2), 129-135
Sefyrin, J. (2005). Understandings of gender and competence in IC.Paperpresented at 6th International Women into Computing Conference. University of Greenwich.
Schmid, E, C. (2010). Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology. Computers &education, 5(1), 1553-1568.
Schmid, E. C., & Schimmack, E. (2010). First steps toward a model of interactive whiteboard training for language teachers. In M. Thomas and E. C. Schmid (Eds.), Interactive whiteboards for education: Theory, research and practice (pp. 197-214). New York, NY: IGI Global.
Pratama, E. Y. (2015). The Implementation of Blended Learning Method Using Edmodo (A Social Networking Site) in Teaching Reading Comprehension. In The 3rd International Conference on language, literature, Culture and Education (ICLLCE).
Prensky, M. (2001). Digital natives, digital immigrants. From On the Horizon. MCB University Press, 9(5), 1-6.
Scholfield, P. J. (2003). Evaluation of CALL Software (Publication. Retrieved September 2008, from University of Essex: http://privatewww.essex.ac.uk/~scholp/calleval.htm#bas
Tailor, G. R. (2006). Integrating quantitative and qualitative methods in research. Lanham: University Press of America.
Teddlie, C. & Tashakkori, A. (2003). Major issues and controversies in the use of mixed methods in social and behavioural sciences. In: Tashakkori, A. & Teddlie, C. (eds). Mixed methods in social and behavioural research. Thousand Oaks, Calif: Sage, 3-5.
Vai, M., & Sosulski, K. (2015). Essentials of online course design: A standards-based guide. New York, NY: Routledge.
Wang, Y. (2002). The Meaning and Connotation of Applying Information Technology in Teaching, Information and Education Bimonthly 80(3), 23-31.
Wang, Y. (2003). A Study of Dynamic School Database Website Design, Journal of High School Education, 9(2), 467-508.
Yáñez, L., & Coyle, Y. (2011). Children’s perceptions of learning with an interactive whiteboard. ELT Journal, 65(4), 446-457.
Yildiz, E. P., Cengel, M., & Alkan, A. (2020). Current trends in education technologies research worldwide: Meta-analysis of studies between 2015-2020. World Journal on Educational, 2, (5), 27-38.
Yot-Domínguez, C., & Marcelo, C. (2018). University students’ self-regulated learning using digital technologies, International Journal of Educational Technology in Higher Education 5(4), 1-18.
Zhang, Y. (2022). The Effect of Educational Technology on EFL Learners’ Self-Efficacy. Frontiers in Psychology, 13(3), 1-8.
