Öğrencilerin dilsel performanslarını güçlendirmek için sosyal ağ sitelerini kullanma konusundaki algıları

Günümüzde dijital cihazlardaki benzeri görülmemiş ilerleme, dillerin kazanılması da dahil olmak üzere bilginin inşasını kolaylaştıran teknolojinin kullanımına olan güvenin artmasıyla sonuçlanmıştır (Thorne, 2010). Örgün eğitim büyük ölçüde gelişmiştir ve ne eğitimciler ne de sınıf girdileri tek bilgi kaynağı olarak algılanmamaktadır; öğrencilerin bilgi inşa etmeleri için sınırsız kaynaklar mevcuttur (Benson, 2007). Çevrimiçi uygulamalar, öğrencilerin özerkliğini ve bağımsızlığını geliştirir ve Sosyal Ağ Siteleri (SAS) gibi farklı araçları kullanarak özgün durumlarda hedef dili uygulamalarını teşvik eder. Son çalışmalar SAS’lerin öğrencilerin motivasyonunu (Aydın, 2014), etkileşim ve sosyalleşmeyi (Ryberg ve Christiansen, 2008) ve pragmatik ve dilsel yeterliliği arttırdığını işaret etmektedir (Blake, 1998). Ne kadar çok dil öğrencisinin bunları etkili bir şekilde kullanma fırsatları olursa; çoklu-çekicilik ve dijital becerilerinde daha büyük gelişme olur (Chartrand, 2012). Bu çalışma, lisans öğrencilerinin SAS’ler hakkındaki algılarını ve dil performanslarını güçlendirmek için onlardan ne kadar yararlandıklarını araştırmayı amaçlamaktadır. Veriler bir anketteki kapalı uçlu ve açık uçlu maddeler yoluyla toplanmaktadır. Analiz, katılımcıların SAS'lerin sözlü ve iletişim becerilerini geliştirmeye yardımcı olabileceği yönündeki algılarını göstermektedir, ancak yazma tekniklerini ve dilbilgisi bilgisini geliştirmede bu platformlardan çok fazla yararlanamamışlardır. Veriler ayrıca katılımcıların Livemocha, iTalki, Lang-8, HelloHello, Duolingo, Palabea ve diğer ilgili uygulamalar gibi dil öğrenme uygulamalarını kullanma konusundaki endişelerini ve sınırlamalarını göstermektedir. Katılımcılar bunu, bu kaynakları kullanma konusunda eğitim eksikliğine bağlamışlardır. Bu çalışma, bu dijital platformların kullanılmasının sonuçlarını ortaya koymaktadır.

Learners’ perceptions on using social networking sites to reinforce their linguistic performance

The unprecedented progress in digital appliances nowadays resulted in increasing reliance on the use oftechnology, which facilitated construction of knowledge including the acquisition of languages (Thorne, 2010).Formal education has developed drastically and neither educators nor classroom input is perceived as the onlysource of information; unlimited resources exist for learners to construct knowledge (Benson, 2007). Onlineapplications foster learners’ autonomy and independence and encourage them to practise the target language inauthentic situations using different tools like Social Networking Sites (SNSs). Recent studies signal how SNSsincrease learners’ motivation (Aydin, 2014), interaction and socialization (Ryberg & Christiansen, 2008), andpragmatic and linguistic proficiency (Blake, 1998). The more language learners have opportunities to use themeffectively; the greater improvement in their multiliteracy and digital skills is (Chartrand, 2012). This study aimsat investigating the perceptions of undergraduate learners on SNSs and the extent to which they benefit from themto reinforce their linguistic performance. The data are collected from a survey questionnaire through closed-endedand open-ended items. The analysis shows the participants’ perceptions that SNSs can help improve oral andcommunication skills, yet they could not get the much benefit from these platforms in improving writingtechniques and knowledge of grammar. The data also signal the participants’ concerns and limitations in usinglanguage-learning applications like Livemocha, iTalki, Lang-8, Hello-Hello, Duolingo, Palabea, and other relevantones. They attributed this to lack of training on using these resources. This study provides implications of usingthese digital platforms.© 2020 JLLS and the Authors - Published by JLLS.

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