İngiliz Dili Eğitimi Bölümü Öğretmen Adaylarının Web 2.0 Araçlarıyla Alternatif Değerlendirme Yöntemlerinin Uygulanmasına Karşı Tutumları: Devlet Üniversitesinde Bir Durum Çalışması (original) (raw)
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JOURNAL OF ADVANCES IN LINGUISTICS, 2014
The current study tried to investigate the impacts of using Computer Assisted Language Learning (CALL) on the development of vocabulary in comparison to the traditional method of vocabulary instruction by using the printed text materials among Iranian EFL students in a language institute in Jiroft, Iran. To conduct the study, 40 students were selected. Thus, the students were randomly divided into two equal groups of 20 students in each group, an experimental and a control group. A pre-test which was a vocabulary test was administered to all participants. The results of t-test revealed that there was no significant difference between in terms of vocabulary knowledge. The students in the experimental group had 12 sessions of instruction. They used CALL. The control group had the same hours of instruction, but the instruction was on paper and they didn't receive any audio-visual features. The result of paired sample t-test between pre-test and post-test indicated that there was a ...
Cypriot Journal of Educational Sciences, 2018
This study examines the effect of computer-assisted language learning on the vocabulary learning of Iranian EFL learners, in which 40 pre-intermediate and intermediate students enrolled at Iran Language Institute, Urmia, Iran were selected as participants. The participants were randomly assigned to two experimental groups and two control ones. The two experimental groups underwent the same procedures in receiving treatment, while the control groups did not receive any treatment. Initially, all groups participated in pre-tests. The students in the experimental groups were exposed to the treatments for eight sessions, which included the teaching of word lists selected from the students’ books using computers. These words were taught to the experimental groups using ‘Vocaboly’, while the control groups were taught using the traditional method of vocabulary teaching. Finally, all groups participated in post-tests. The comparison of the mean scores using a t-test indicated that the...
This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students' vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning.
Cypriot Journal of Educational Sciences, 2018
This study examines the effect of computer-assisted language learning on the vocabulary learning of Iranian EFL learners, in which 40 pre-intermediate and intermediate students enrolled at Iran Language Institute, Urmia, Iran were selected as participants. The participants were randomly assigned to two experimental groups and two control ones. The two experimental groups underwent the same procedures in receiving treatment, while the control groups did not receive any treatment. Initially, all groups participated in pre-tests. The students in the experimental groups were exposed to the treatments for eight sessions, which included the teaching of word lists selected from the students' books using computers. These words were taught to the experimental groups using 'Vocaboly', while the control groups were taught using the traditional method of vocabulary teaching. Finally, all groups participated in post-tests. The comparison of the mean scores using a t-test indicated that the experimental groups outperformed the control groups on post-tests.
Teaching Vocabulary through Web-Based Language Learning (WBLL) Approach.pdf
This study investigated the effect of Web-Based Language Learning (WBLL) and the Paper-based (conventional) approaches on vocabulary retention of Iranian foreign language learners. 300 participants were randomly assigned into two homogeneous groups; and then both groups were given a pre-test. The results of the pre-test underlined the homogeneity of the groups. Twelve expository passages selected by the researcher from CNN website after each session participants had to sit for an immediate quiz for the short term effect of the treatment and finally, at the end of the course and after a two-week interval, participants sat for their post-test as an indicator for the long term effect of the treatment. Findings revealed that there was a significant effect of the Web-Based Language Learning (WBLL) approach on the retention of vocabularies in the short term (p<.05). However, the posttest results indicated that the effect of the treatment in the long term has faded away.
Using Internet for Learning Vocabulary among Second Language Learners in a Suburban School
Procedia - Social and Behavioral Sciences Volume 66, Pages 1-570 (7 December 2012)
Vocabulary learning is usually dealt with when learners come across new words while doing reading or listening tasks in class. Different techniques have been adopted by second language learners in order to learn vocabulary. This paper investigated whether the technique of using computer as a tool assist the learning of vocabulary among second language learners in a suburban secondary school in Malaysia. The method involved pre-test and post-test for both experimental and control group of second language learners. Findings suggested that the experimental group showed great result in learning vocabulary using computer.
Teaching Vocabulary through Web-Based Language Learning (WBLL) Approach
Procedia Technology, 2012
This study investigated the effect of Web-Based Language Learning (WBLL) and the Paper-based (conventional) approaches on vocabulary retention of Iranian foreign language learners. 300 participants were randomly assigned into two homogeneous groups; and then both groups were given a pre-test. The results of the pre-test underlined the homogeneity of the groups. Twelve expository passages selected by the researcher from CNN website after each session participants had to sit for an immediate quiz for the short term effect of the treatment and finally, at the end of the course and after a two-week interval, participants sat for their post-test as an indicator for the long term effect of the treatment. Findings revealed that there was a significant effect of the Web-Based Language Learning (WBLL) approach on the retention of vocabularies in the short term (p<.05). However, the posttest results indicated that the effect of the treatment in the long term has faded away.
COMPUTER-BASED ENGLISH TEACHING AS A METHOD FOR INCREASING STUDENTS’ VOCABULARY MASTERY By
2016
Teaching English to young learners like Elementary School students is different from teaching English to adult learners. Teacher is demanded to certain media and various learning activities to make the students interesting in learning English. The media like computer aquipted with LCD can present the teaching materials in interesting way. This reason interest the researchers to conduct research on this topic. In this study the reseacher aims to find out whether the use of computer-based English teaching can improve the students ’ vocabulary mastery or not to the fifth class of SD Kaliboto in the academic year 2012/2013. The population of the research was the fifth fifth class of SD Kaliboto in the academic year 2012/2013. The total number of population is 19 students. The researchers took all students as the sample. The instrument used in the research was vocabulary test which consists of 30 items: 15 completion and 15 multiple choice. The data were analyzed through descriptive anal...
Computer Assissted Language Learning (CALL): Using Internet for Effective Language lEarning
This paper presents the design, testing and student evaluation of an experimental English Language course introducing the use of the Internet for instruction, as a source, and as medium. In order to ascertain efficiency and facilitate autonomy in increasing a dynamic vocabulary, different types of Internet facilitated learning tasks were developed and implemented in the course design for students of Informatics at Sofia University, Faculty of Mathematics and Informatics. The tasks incorporated in the course include: choosing and critically evaluating Webbased texts, summarizing articles or writing a review of an Internet site, preparing a glossary using Internet sources. Guidance and monitoring on this process are provided to ensure the quality of the chosen sources. Course evaluation survey was conducted in order to ensure course efficiency and to elicit suggestions for further improvement of the course design.
2019
Having a rich vocabulary can provide opportunities to convey the intended meaning of word appropriately. However, the second language learners (L2) have encountered difficulties in vocabulary learning under limitations of the learning environments since they have less opportunity to use language in the real contexts (Nation, 2001; Ado, 2017; Schmitt, 2010). This study aimed to 1) investigate the vocabulary enhancement by integrating Web-Assisted Language Learning (WALL), 2) examine whether the application of WALL allows and facilitate the L2 learners in promoting the positive attitudes towards learning English in Thai EFL context and enhancing the learner autonomy in language learning through WALL. The participants were 24 students who were studying English as a foreign language at the elementary level, validated by giving the placement test, and the pre-test score indicating the participants were at the elementary level. 12 students in the experimental group learned vocabulary by using the traditional teaching style and integration of WALL; whereas, 12 students in the control group learned vocabulary by using the traditional teaching style. The data were analyzed by applying an independent sample t-test in analyzing the significant differences in vocabulary enhancement, and pair sample t-test in finding the significant differences in the students' attitudes towards WALL and learner autonomy capacity. In addition, the content analysis was employed to analyze the data of the semi-structured interview. The results revealed that at the end of the experimental period the post-test score of the experimental group was higher than the control group. The students in the experimental group expressed positive attitudes towards WALL after integrating WALL in class. Finally, the autonomous learning capacity of the students in the experimental group has changed from an uncertain level to a favorable level after integrating WALL.