Relationship Between Web-Based Learning Time Outside The Classroom And Academic Achievement In German As A Tertiary Language By The Students On Vocational High Schools
The purpose of this empirical research is to investigate the relationship between web-based learning time and academic achievement in German. 36 learners of L3 German with L1 Turkish and L2 English from Vocational High School of Kahta at Adiyaman University were the participants of this study. The empirical process of the study continued 6 weeks in 2011-2012 fall semesters. During this time, the German, as tertiary language, course was lectured by traditional face-to-face method in the classroom. But the students studied outside the course the same subjects in interactive form via web page, specifically designed for this study. At the end of the empirical process, the data about the study were obtained. The Pearson product-moment correlation was used to find out the relationship between web-based learning time and academic achievements in German. As a result of this study it is found out that there is a significant relationship between web-based learning time and academic achievement in German as a tertiary language.
___
- Astleitner, H. (2000). Qualität von webbasierter Instruktion: Was wissen wir aus der experimentellen Forschung? In F. Scheuermann (Hrsg.), Campus 2000. Lernen in neuen
- Organisationsformen (S. 15-39). Munster: Waxmann. Blake, Robert J. (2009) The Use of Technology for Second Language Distance Learning.
- The Modern Language Journal 93, Focus Issue, 822-835. Brink, Silvia (1997). Evaluation hypertextbasierter Lernumgebungen.
- Anforderungsanalyse, theoretisches Modell und exemplarische Umsetzung, Hamburg Bryman, A. & Cramer, D. (2005). Quantitative Data Analysis with SPSS 12 and 13.
- Psychology Press. London. Bouras, C. & Tsiatsos, T. (2004). Distributed virtual reality: Building a multi-user layer for the EVE platform. Journal of Network and Computer Applications, April, 27(2), 91-111.
- Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
- Gass, Susan M. (2003). Input and interaction. In Catherine Doughty; Michael H. Long
- (Hrsg.) The handbook of second language acquisition: Malden, MA: Blackwell Publishing Ltd, 224-255. Haid, M. (1990). Gedanken zur Europäischen Sprachenpolitik über die Notwendigkeit der europäischen Mehrsprachigkeit, in: Bausch K-R. & Haid, M. (1990). Das Lehren und
- Lernen von Deutsch als zweiter oder weiterer Fremdsprache (2. Auflage). Bochum, Brokmeyer. Hufeisen, B. (1991). English als erste und Deutsch als zweite Fremdsprache. Empirische
- Untersuchung zur fremdsprachlichen Interaktion. Peter Lang. Frankfurt/Main. Hufeisen, B. & Neuner, G. (2001). Mehrsprachigkeit und Tertiärsprachenlernen (Erprobungsfassung)
- Hufeisen, B. & Neuner, G. (2004).The Plurilingualism Project: Tertiary Language Learning
- – German after English. Council of Europe Publishing.Strasbourg Hufeisen, B & Neuner, G. (2009). Deutsch als zweite Fremdsprache. Goethe-Institut. München
- Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching:
- Concepts and practice (pp. 1-19). New York: Cambridge University Press. Liu, J., Chan, S., Hung, A., & Lee, R. (2002). Facilitators and inhibitors of e-learning. In L.
- C. Jain, R. J. Howlett, N. S. Ichalkaranje & G. Tonfoni (Eds.), Virtual environments for teaching and learning: Series on innovative intelligence (Vol. 1, pp. 75-109). Singapore: World Scientific. Ma, Z. (2006). Web-based intelligent e-learning systems : technologies and applications.
- Information Science Publishing. Hershey. (254-269). Polsani, P. R. (2002). Use and abuse of reusable learning objects. Journal of Digital
- Information, 3(4). Retrieved June 20, 2005, http://jodi.ecs.soton.ac.uk/Article/ v03/i04/Polsani van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
- White, C. (2003). Language Learning in Distance Education. Cambridge: Cambridge University Press.
- Wiley, D. A. (Ed.) (2001). The instructional use of learning objects.Bloomington, IN: AECT
- Woolf, B & Stern, M. (2006). Intelligent and Adaptive Web-Based Instruction. eb-based intelligent e-learning systems technologies and applications. Information Science
- Publishing. Hershey (321-347).
- ISSN: 1302-6488
- Başlangıç: 2000
- Yayıncı: Anadolu Üniversitesi
Sayıdaki Diğer Makaleler
Nima HEMMATI Students Scientific Research Centre
Nima HEMMATI, Soghra OMRANI, Naser HEMMATI
Ph.D. Hicran Hanım HALAC Faculty of Architecture and Design, Department of Architecture
Hicran Hanım HALAC, Alper CABUK
B. Samrajya LAKSHMI, B. Venkateswara RAO
Deniz KAYA, Cenk KESAN, Dilek IZGIOL
C. ANITHA (Corresponding Author), T. S. HARSHA
John MPOFU, Sylod CHIMHENGA, Onias MAFA
Selçuk KARAMAN, Melike AYDEMIR, Sevda KUÇUK, Gürkan YILDIRIM