Dil Eğitiminde Dijitalleşme Yönelik Sistematik Bir Derleme Çalışması

Bu çalışmada, dil eğitiminde dijital araçların kullanımına ilişkin yapılan araştırmalar belirlenen kategorilere göre (yöntem, çalışmanın gerçekleştirilme amacı, araştırma grubu, örneklem büyüklüğü, veri toplama aracı, veri analiz yöntemi) sınıflandırılmış ve öğrencilerin dil becerilerini edinmesinde dijital araçların etkisini tespit etmek amaçlanmıştır. Sistematik derleme yönteminin kullanıldığı araştırmada öncelikle alanyazın taraması yapılmış, 64 makale 82 tez olmak üzere toplam 146 çalışmaya ulaşılmıştır. 146 çalışma; yöntem, amaç, araştırma grubu, örneklem büyüklüğü, veri toplama aracı ve veri analiz yöntemine göre incelenmiştir. Yapılan incelemede dijital araçların dil edinimine etkisinin incelendiği çalışmaların önemli bir kısmının yabancı dil eğitiminde gerçekleştirildiği (%81.63), en çok nicel (%60.95) araştırma yönteminin kullanıldığı, çalışmaların önemli kısmında dijital araçların dil eğitimine entegrasyonuna ilişkin bilgi vermenin (%17.80) amaçlandığı, çoğunlukla 50-100 kişi aralığındaki (% 53.53) örneklemle çalışıldığı, en fazla üniversite (%64.64) öğrencilerinden örneklem seçildiği, veri toplama aracı olarak en fazla test (%53.90), veri analiz yöntemi olarak en fazla t testi (%65.04) kullanıldığı görülmektedir. Dijital araçların, bireylerin dil becerilerini edinmeleri üzerindeki etkisini belirlemek amacıyla ana dili eğitiminde 26, yabancı dil eğitiminde 52, dil eğitiminde ise 74 veri ile meta-analiz yapılmıştır. Dijitalleşmenin yabancı dil eğitimine etkisi geniş (0.80), ana dil eğitimine etkisi orta (0.46), dil eğitimine etkisi orta (0.63) düzeydedir. Yapılan alt grup analizlerine göre, dil eğitiminde dijitalleşme okul türüne göre istatistiksel olarak anlamlı farklılık yaratmazken araştırma türüne ve dil becerilerine göre anlamlı farklılık göstermektedir.

A Systematic Compilation Study on Digitalization in Language Education*

In this study, research on the use of digital tools in language education was classified according to the determined categories (method, purpose of the study, research group, sample size, data collection tool, data analysis method) and it was aimed to determine the effect of digital tools on students' acquisition of language skills. In the study, in which the systematic compilation method was used, a literature review was made first, and a total of 146 studies, 64 of which were articles and 82 theses, were reached. 146 studies; method, purpose, research group, sample size, data collection tool and data analysis method. In the review, a significant part of the studies examining the effect of digital tools on language acquisition were carried out in foreign language education (81.63%), the most quantitative research method (60.95%) was used, the majority of the studies aimed to provide information about the integration of digital tools into language education (18.24%). It is seen that the sample is between 50-100 people (53.53%), the sample is mostly selected from university students (64.64%), the most tests (53.90%) are used as the data collection tool, and the t-test (65.04%) is used the most as the data analysis method. In order to determine the effect of digital tools on individuals' acquisition of language skills, a meta-analysis was conducted with 26 data in mother tongue education, 52 data in foreign language education, and 74 data in language education. The effect of digitalization on foreign language education is large (0.80), its effect on mother tongue education is moderate (0.46), and its effect on language education is moderate (0.63). According to the subgroup analyzes, while digitalization in language education does not make a statistically significant difference according to school type, it differs significantly according to research type and language skills.

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