BibTex RIS Kaynak Göster

Pre-service English Teachers’ Perceptions of Computer Assisted Language Learning

Yıl 2017, Cilt: 16 Sayı: 3, 1220 - 1234, 21.04.2017

Sedat Akayoğlu

https://doi.org/10.17051/ilkonline.2017.330252
Cited By: 3

Öz

Recently, classrooms have been equipped with highly developed technological tools; however, the training of teachers, who have the main role in teaching process, on Computer Assisted Language Learning (CALL) is ignored dramatically. Thus, the purpose of this qualitative study was to examine the perspectives of pre-service teachers of English towards CALL after taking 14-week long CALL course. The participants of the study were 69 pre-service teachers of English, whose age ranged from 21 to 28. As a result, it was found that the participants were anxious before the course; however, this anxiety changed at the end of the course and they felt more confident about CALL tools. Moreover, the semester of the course was considered very late and the participants believed that this course should have been offered at early grades of the undergraduate program. Finally, it is recommended that CALL course should be integrated into the teacher training programs in early grades if the future teachers are expected to teach 21st century students.

Kaynakça

  • Aydin, S. (2013). Teachers’ perceptions about the use of computers in EFL teaching and learning: the case of Turkey. Computer Assisted Language Learning, 26(3), 214-233. doi: 10.1080/09588221.2012.654495
  • Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94, 49–60. doi:10.1016/j.compedu.2015.11.010
  • Belland, B.R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353-364.
  • Chapelle, C. (2006). Foreword. P. Hubbard & M. Levy (Eds.), Teacher education in CALL. John Benjamins: Amsterdam.
  • Celik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. Computer Assisted Language Learning, 26(5), 468-483. doi: 10.1080/09588221.2012.692385
  • Creswell, J. W. (2006). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), pp. 187-199.
  • Dunkel, P. (1991). The effectiveness of research on computer-assisted instruction and computer-assisted language learning In P. Dunkel (Ed.), Computer-assisted language learning and testing (pp. 5 – 36) New York: Newbury House
  • Ertmer, P. A. , Paulus, T. M. & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6(3), 108-126.
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
  • FATIH Project. (2016, February 21). Retrieved from http://fatihprojesi.meb.gov.tr/tr/english.php
  • Hao, Y. & Lee, K. (2015). Teachers’ concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. Computers in Human Behavior, 48, 1-8.
  • Hegelheimer, V. (2006): When the technology course is required. In Levy, M. & Hubbard, P. (Eds.) Teacher education in CALL. Philadelphia, PA: John Benjamins, 117-133.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
  • Hubbard , P . 2003. A survey of unanswered questions in CALL. Computer Assisted Language Learning, 16(2/3): 141–155.
  • Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. doi:10.1080/09588221.2014.967701
  • Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what could we do better? P. Hubbard ve M. Levy (Ed.), Teacher education in CALL. John Benjamins: Amsterdam.
  • Kılıçkaya, F. (2012). The impact of CALL instruction on English language teachers’ use of technology in language teaching (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Kılıçkaya, F. & Seferoğlu, G. (2013). The impact of CALL instruction on English language teachers’ use of technology in language teaching. Journal of Second and Multiple Language Acquisition, 1(1), 20-38.
  • Landis, J.R. and Koch, G. G. (1977) "The measurement of observer agreement for categorical data" in Biometrics. Vol. 33, pp. 159—174
  • Martín-SanJosé, J.-F., Juan, M.-C., Seguí, I., & García-García, I. (2015). The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods. Computers & Education, 87, 42–54. doi:10.1016/j.compedu.2015.03.018
  • Pelgrum, W. J., & Anderson, R. E. (2001). ICT and the Emerging Paradigm for Life-long Learning. Test-Iea-Nl.Iea-Dpc.Org. Retrieved from http://test-iea-nl.iea-dpc.org/fileadmin/user_upload/Publications/Electronic_versions/SITES-M1_ICT_Emerging_Paradigm.pdf on February 05, 2016.
  • Phipps, R. & Merisotis, J. (1999). What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Journal of Distance Education,14(1), 102-114.
  • Rakıcıoğlu-Söylemez, A. & Akayoğlu, S. (2015). Prospective EFL Teachers’ Perceptions of Using CALL in the Classroom. In K. Dikilitaş (Ed.). Innovative Professional Development Methods and Strategies for STEM Education, USA: IGI Global Publishing.
  • Reed, W., Anderson, D., Ervin, J., Oughton, J. (1995). Computers and teacher education students: A ten year analysis. Technology and Teacher Education Annual.
  • Robb, T. (2006). Helping teachers to help themselves. P. Hubbard ve M. Levy (Ed.), Teacher education in CALL. John Benjamins: Amsterdam.
  • Rogers, E.M. (2003). Diffusion of innovations(5th ed.). New York: Free Press.
  • Sağın Şimşek, Ç. S. (2008). Students’ attitudes towards integration of ICTs in a reading course: A case study in Turkey. Computers & Education, 51(1), 200-211.
  • Schreier M. (2012). Qualitative content analysis in practice. Thousand Oaks, CA: Sage.
  • Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to educate themselves. Innovation in Language Learning and Teaching, 3(1), pp.99-112.
  • Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4), 606–618. doi: 10.1111/bjet.12064
  • Volman, M. (2005). A variety of roles for a new type of a teacher educational technology and the teaching profession. Teaching and Teacher Education, 2(1), pp. 15-31.

Perceptions of Pre-service English Teachers Towards Computer Assisted Language Learning Course

Yıl 2017, Cilt: 16 Sayı: 3, 1220 - 1234, 21.04.2017

Sedat Akayoğlu

https://doi.org/10.17051/ilkonline.2017.330252
Cited By: 3

Öz

Son yıllarda gelişen teknolojilere paralel olarak yabancı dil sınıfları
teknolojik cihazlarla donatılmaktadır. Ancak çoğu zaman öğretimde asıl rolü
üstlenen İngilizce öğretmenlerinin ve öğretmen adaylarının Bilgisayar Destekli
Dil Öğretimi (BDDÖ) konusunda donanımları ihmal edilmektedir.  Bu kapsamda yürütülen bu nitel çalışma ile
İngilizce öğretmen adaylarının 14 haftalık BDDÖ dersi öncesindeki ve
sonrasındaki dersle ilgili görüşlerinin incelenmesi amaçlanmaktadır. Çalışmaya,
Abant İzzet Baysal Üniversitesi Yabancı Diller Eğitimi Bölümünde son sınıfta
öğrenim gören  yaşları 21 ile 28 arasında
değişen 69 İngilizce öğretmen adayı katılmıştır. Çalışmanın verilerini,
öğrencilerin dönem başında ve dönem sonunda yazdıkları blog kayıtları
oluşturmaktadır. Toplanan veriler içerik çözümlemesi yöntemiyle çözümlenmiştir.
Çalışmanın sonucunda, öğretmen adaylarının dersin başında dersin içeriğinden
çekindikleri; ancak dersin sonuna doğru bu çekingenliklerinin ortadan kaybolup
teknoloji konusunda kendilerine daha çok güvendikleri bulunmuştur. Buna ek
olarak, dersin son sınıfta bahar döneminde verilmesini eleştirerek dersin
programda daha önceki yıllarda yer alması gerektiğini vurgulamışlardır. Bu
sonuçlara dayanarak öğretmenlerin 21. yüzyıl öğrencilerini yetiştirmeleri
beklentisine karşılık BDDÖ dersinin Yabancı Dil Eğitimi Bölümlerinde zorunlu
ders statüsü kazanması ve daha erken sınıflarda verilmesi önerilmektedir.

Anahtar Kelimeler

Yabancı Dil olarak İngilizce İngilizce Öğretmen Adayları Bilgisayar Destekli Dil Öğretimi

Kaynakça

  • Aydin, S. (2013). Teachers’ perceptions about the use of computers in EFL teaching and learning: the case of Turkey. Computer Assisted Language Learning, 26(3), 214-233. doi: 10.1080/09588221.2012.654495
  • Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94, 49–60. doi:10.1016/j.compedu.2015.11.010
  • Belland, B.R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353-364.
  • Chapelle, C. (2006). Foreword. P. Hubbard & M. Levy (Eds.), Teacher education in CALL. John Benjamins: Amsterdam.
  • Celik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. Computer Assisted Language Learning, 26(5), 468-483. doi: 10.1080/09588221.2012.692385
  • Creswell, J. W. (2006). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), pp. 187-199.
  • Dunkel, P. (1991). The effectiveness of research on computer-assisted instruction and computer-assisted language learning In P. Dunkel (Ed.), Computer-assisted language learning and testing (pp. 5 – 36) New York: Newbury House
  • Ertmer, P. A. , Paulus, T. M. & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6(3), 108-126.
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
  • FATIH Project. (2016, February 21). Retrieved from http://fatihprojesi.meb.gov.tr/tr/english.php
  • Hao, Y. & Lee, K. (2015). Teachers’ concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. Computers in Human Behavior, 48, 1-8.
  • Hegelheimer, V. (2006): When the technology course is required. In Levy, M. & Hubbard, P. (Eds.) Teacher education in CALL. Philadelphia, PA: John Benjamins, 117-133.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
  • Hubbard , P . 2003. A survey of unanswered questions in CALL. Computer Assisted Language Learning, 16(2/3): 141–155.
  • Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. doi:10.1080/09588221.2014.967701
  • Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what could we do better? P. Hubbard ve M. Levy (Ed.), Teacher education in CALL. John Benjamins: Amsterdam.
  • Kılıçkaya, F. (2012). The impact of CALL instruction on English language teachers’ use of technology in language teaching (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Kılıçkaya, F. & Seferoğlu, G. (2013). The impact of CALL instruction on English language teachers’ use of technology in language teaching. Journal of Second and Multiple Language Acquisition, 1(1), 20-38.
  • Landis, J.R. and Koch, G. G. (1977) "The measurement of observer agreement for categorical data" in Biometrics. Vol. 33, pp. 159—174
  • Martín-SanJosé, J.-F., Juan, M.-C., Seguí, I., & García-García, I. (2015). The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods. Computers & Education, 87, 42–54. doi:10.1016/j.compedu.2015.03.018
  • Pelgrum, W. J., & Anderson, R. E. (2001). ICT and the Emerging Paradigm for Life-long Learning. Test-Iea-Nl.Iea-Dpc.Org. Retrieved from http://test-iea-nl.iea-dpc.org/fileadmin/user_upload/Publications/Electronic_versions/SITES-M1_ICT_Emerging_Paradigm.pdf on February 05, 2016.
  • Phipps, R. & Merisotis, J. (1999). What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Journal of Distance Education,14(1), 102-114.
  • Rakıcıoğlu-Söylemez, A. & Akayoğlu, S. (2015). Prospective EFL Teachers’ Perceptions of Using CALL in the Classroom. In K. Dikilitaş (Ed.). Innovative Professional Development Methods and Strategies for STEM Education, USA: IGI Global Publishing.
  • Reed, W., Anderson, D., Ervin, J., Oughton, J. (1995). Computers and teacher education students: A ten year analysis. Technology and Teacher Education Annual.
  • Robb, T. (2006). Helping teachers to help themselves. P. Hubbard ve M. Levy (Ed.), Teacher education in CALL. John Benjamins: Amsterdam.
  • Rogers, E.M. (2003). Diffusion of innovations(5th ed.). New York: Free Press.
  • Sağın Şimşek, Ç. S. (2008). Students’ attitudes towards integration of ICTs in a reading course: A case study in Turkey. Computers & Education, 51(1), 200-211.
  • Schreier M. (2012). Qualitative content analysis in practice. Thousand Oaks, CA: Sage.
  • Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to educate themselves. Innovation in Language Learning and Teaching, 3(1), pp.99-112.
  • Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4), 606–618. doi: 10.1111/bjet.12064
  • Volman, M. (2005). A variety of roles for a new type of a teacher educational technology and the teaching profession. Teaching and Teacher Education, 2(1), pp. 15-31.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Sedat Akayoğlu

Yayımlanma Tarihi 21 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 16 Sayı: 3

Kaynak Göster

APA Akayoğlu, S. (2017). Perceptions of Pre-service English Teachers Towards Computer Assisted Language Learning Course. İlköğretim Online, 16(3), 1220-1234. https://doi.org/10.17051/ilkonline.2017.330252
AMA Akayoğlu S. Perceptions of Pre-service English Teachers Towards Computer Assisted Language Learning Course. İOO. Nisan 2017;16(3):1220-1234. doi:10.17051/ilkonline.2017.330252
Chicago Akayoğlu, Sedat. “Perceptions of Pre-Service English Teachers Towards Computer Assisted Language Learning Course”. İlköğretim Online 16, sy. 3 (Nisan 2017): 1220-34. https://doi.org/10.17051/ilkonline.2017.330252.
EndNote Akayoğlu S (01 Nisan 2017) Perceptions of Pre-service English Teachers Towards Computer Assisted Language Learning Course. İlköğretim Online 16 3 1220–1234.
IEEE S. Akayoğlu, “Perceptions of Pre-service English Teachers Towards Computer Assisted Language Learning Course”, İOO, c. 16, sy. 3, ss. 1220–1234, 2017, doi: 10.17051/ilkonline.2017.330252.
ISNAD Akayoğlu, Sedat. “Perceptions of Pre-Service English Teachers Towards Computer Assisted Language Learning Course”. İlköğretim Online 16/3 (Nisan 2017), 1220-1234. https://doi.org/10.17051/ilkonline.2017.330252.
JAMA Akayoğlu S. Perceptions of Pre-service English Teachers Towards Computer Assisted Language Learning Course. İOO. 2017;16:1220–1234.
MLA Akayoğlu, Sedat. “Perceptions of Pre-Service English Teachers Towards Computer Assisted Language Learning Course”. İlköğretim Online, c. 16, sy. 3, 2017, ss. 1220-34, doi:10.17051/ilkonline.2017.330252.
Vancouver Akayoğlu S. Perceptions of Pre-service English Teachers Towards Computer Assisted Language Learning Course. İOO. 2017;16(3):1220-34.

Cited By

A Qualitative Exploration into Beliefs of Pre-service EFL Teachers about School Experience
Bartın University Journal of Faculty of Education
https://doi.org/10.14686/buefad.874845
Pursuing a standardized content of a CALL course for pre-service EFL teachers: the procedure, impacts, and reflections
Computer Assisted Language Learning
Emrah Ekmekçi
https://doi.org/10.1080/09588221.2021.1968913
The Effect of Computer-Assisted Language Learning Project (CALLP) on Yemeni EFL Student Teachers’ Perceived TPACK Self-Efficacy
International Journal of Research in English Education
Mohialdeen Alotumi
https://doi.org/10.29252/ijree.5.4.14