Kübra Okumuş Dağdeler, Hakan Demiröz, Mustafa Yavuz Konca

Mobil destekli dil öğreniminin yabancı dil olarak İngilizce öğrenenlerin eşdizimsel sözcük öğrenimine etkisi

Bu çalışmanın amacı, İngilizceyi yabancı dil olarak öğrenenlerin kelime bilgisi geliştirmelerinde mobil bir uygulamanın etkililiğini belirlemektir. Bu çalışma, deney ve kontrol gruplarından oluşan yarı deneysel araştırma yöntemini benimsemiştir. Çalışmanın örneklemi, Türkiye'deki iki devlet üniversitesinde okuyan toplam 73 dil öğrencisinden oluşmaktadır. 14 hafta süren uygulama sırasında, deney grubu araştırmacılar tarafından geliştirilen bir mobil uygulama olan CollocatApp üzerinden 40 eşdizimsel sözcük öğrenmeye çalışırken, kontrol grubu aynı amaç için çalışma kağıtları kullanmıştır. Veriler, Wesche ve Paribakht (1996) tarafından geliştirilen Kelime Bilgisi Ölçeği (KBÖ) ve araştırmacılar tarafından geliştirilen Eşdizimsel sözcük Başarı Testi (EBT) ile toplanmıştır. Öğrencilerin alıcı kelime bilgisini ölçmek için EBT kullanılırken üretken kelime bilgisini test etmek için KBÖ kullanılmıştır. Bulgular, deney grubu ile kontrol grubu arasında son testteki alıcı kelime bilgisi açısından anlamlı bir fark olduğunu göstermiştir. Öte yandan, kalıcılık testlerinde gruplar arasında fark bulgulanmamıştır. Üretken kelime bilgisi açısından mobil uygulamaların ve çalışma kağıtlarının kullanımı arasında fark olmadığı görülmüştür. Böylece, mobil uygulamaların dil öğreniminde kullanımının sadece kısa süreli bellek için ve alıcı kelime bilgisini geliştirmede etkili bir yolu olduğu sonucuna varılmıştır.

The effect of mobile-assisted language learning (MALL) on EFL learners’ collocation learning

The aim of this study was to identify the effectiveness of a mobile application in vocabulary knowledgeimprovement of English as a Foreign Language (EFL) learners. This study adopted a quasi-experimental researchdesign consisting of an experimental and a control group with 73 participants studying at two state universities inTurkey. During the application that lasted for 14 weeks, the experimental group tried to learn 40 collocations viaCollocatApp, while control group used worksheets. The data were gathered through Collocation Achievement Test(CAT) developed by the researchers and Vocabulary Knowledge Scale (VKS) (Wesche & Paribakht, 1996). CATwas used for measuring receptive vocabulary knowledge of learners, and VKS was used for testing productivevocabulary knowledge. The findings showed that there was a significant difference between the experimentalgroup and control group in terms of receptive vocabulary knowledge in the post-test. However, there was nodifference between groups in retention tests. At the dimension of productive vocabulary knowledge, it was seenthat there was no difference between the use of mobile applications and worksheets in terms of productivevocabulary knowledge. Thus, it was concluded that using mobile applications was an effective way of improvingvocabulary knowledge receptively for only short-term memory.© 2020 JLLS and the Authors - Published by JLLS.

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