Serkan ÇELİK, Erkan ARKIN, Derya SABRİLER

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EFL Learners’ use of ICT for self-regulated learning

Araştırma Konusu: Bu çalışma öğrencilerin bilgi ve iletişim teknolojilerini öz- düzenleyici öğrenme amaçlı kullanım boyutlarını ele almaktadır. Araştırmanın Amacı: öğrencilerin bilgi ve iletişim teknolojilerini öz-düzenleyici öğrenme amaçlı kullanım unsurlarını dil öğretimi açısından incelemeyi amaçlamaktadır Araştırma Yöntemi: Çalışmanın katılımcıları Kuzey Kıbrıs Türk Cumhuriyetinde (KKTC) bulunan Doğu Akdeniz Üniversitesi hazırlık sınıflarında yoğunlaştırılmış yabancı dil eğitimi alan 399 öğrenciden oluşmaktadır. Çalışmada veriler, öğrencilerin demografik özelliklerini, dil öğrenim deneyimlerini ve öz-düzenleyici öğrenme amaçlı bilgi ve iletişim teknolojilerini kullanımlarını sorgulayan Likert tipi sorulardan oluşan bir anket formu ile elde edilmiştir. Verilerin çözümlenme sürecinde tanımlayıcı istatistiklerden, ki-kare ve t-testlerinden yararlanılmıştır. Bulgular: Çalışmanın sonuçları öz-düzenleyici öğrenme amaçlı bilgi ve iletişim teknolojilerini kullanmada öğrencilerin cinsiyet ve dil öğrenim düzeylerinin herhangi bir farklılaşmaya neden olmadığını ortaya koymaktadır. Sonuç ve Öneriler: Sonuçlar, yabancı dil öğrencilerinin öz-düzenleyici öğrenme sağlamak için bilgi ve iletişim teknolojilerinden en fazla yararlandıkları dil becerilerinin dinleme, sözcük bilgisi ve yazma olduğunu göstermektedir. Çalışmanın bir diğer önemli çıkarımı ise, bilgi ve iletişim teknolojilerinin yabancı dil eğitiminde öz-düzenleyici öğrenme fırsatı oluşturmak için kullanımı ile ilgili öğrenci ve öğretmenlere eğitim verilmesi gerekliliğidir.

Yabancı dil olarak ingilizce öğrenen öğrencilerin öz-düzenleyici öğrenme amaçlı bilgi ve iletişim teknolojileri kullanımları

Problem Statement: The notions of autonomy and independence possess an increasingly important role in language pedagogy by raising issues such as learners’ responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. Purpose of Study: This study attempted to enrich our understanding of language learners’ self-initiated use of information and communication technologies (ICT) from the language learning perspective. Methods: The participants were 399 language learners who were attending the intensive English language preparatory program at the Eastern Mediterranean University, North Cyprus. The study was based on a survey which consisted of demographic and language learning backgrounds of the participants, and likert-scale questions on participants’ self- initiated use of ICT for language learning. The data collected were validated through factor analyses. Beside descriptive analyses, chi-square and t-test were also used to
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Journal of Language and Linguistic Studies-Cover
  • ISSN: 1305-578X
  • Başlangıç: 2005
  • Yayıncı: http://www.jlls.org
Arşiv
Sayıdaki Diğer Makaleler

Enhancing the italian learners’ comprehension competence in Turkish proverbs and idioms

Nalan KIZILTAN

Foreign language teachers’ attitude toward authentic assessment in language teaching

BENGÜ AKSU ATAÇ

EFL Learners’ use of ICT for self-regulated learning

Serkan ÇELİK, Erkan ARKIN, Derya SABRİLER