The role of information and communication technology (ICT) in lifelong language learning
Gülberk Atak; Supervisor: Özcan Demirel
- Nicosia Cyprus International University 2012
- IX, 95 p. fig. graph., tab. 30.5 cm
Includes appendixes (85-95 p.) Includes references (80-84 p.)
CHAPTER INTRODUCTION 1 Background of the Study 1 Purpose of the Study 4 Significance of the Study 4 Definition of Terms 5 REVIEW OF LITERATURE 7 Language Learning and Technology 7 Language Learning and ICT 9 ICT 11 Multimedia 11 The Internet 12 Mobile Phone 12 Computer 13 Benefits and Challanges of Using ICT in language learning 14 Studies on ICT (From 2000 to 2012) 16 The Impact of Information and Communication Technologies on Pupil Learning and Attainment (Impact 2) 16 Factor that Influence Students' Learning Attitudes Toward Computer Courses 17 Perceptions of Infromation and Communication Technology among undergraduate management student in Barbados 17 Teachers'perception of the Use of Technology in Teaching languages in United Arab Emirate's Schools 18 New Technologies: The Student's perspective 18 Language Learning via ICT : Uses, Challenges and Issues 18 ICT in Participatory Development of Teaching/Learning English as a Global Language in Nigeria: A Discourse 19 Support Foriegn Language Vocalbulary learning Through Multimedia Messages via Mobile Phones 19 Using ICT in English for Specific Purposes Classroom 20 ICT resources and language learning: results of a Survey on the actual use of ICT in teaching Italian as a second language 20 METHDOLOGY 22 Overall Design of the Study 22 Research Questions 24 Context 24 Participants 26 Data Collection Procedure 28 Data Collection Instruments 29 Questionnaire 29 Interview 30 Procedure of the Study 31 Data Analysis 31 Limitations of the Study 32 RESULTS 33 Overview of the Chapter 33 The Findings of the Questionnaire Items 34 The Personal Characteristics of the Participants 35 Attitudes towrads learning English through computer 38 Attitude towards learning English through technological devices 40 Which one of the Following is the best choice for you in Language learning? 42 The Frequency of ICT usage in Langauage learning 44 The Relationship Between Language Skills and ICT 45 The Relationship Between Motivation and ICT 51 The Relationship Between Languages Learning Materials and ICT 54 Self-learning and Self -assessment through ICT 56 General Tendency Towards Using ICT in Language Learning 59 Sharing Information Through ICT in Language Learning 65 The Purpose of Using ICT in Language Learning 66 The Finding of the Interview 69 CONCLUSION 74 Conclusion and Discussion 74 Research Question 1: What are the Students' attitude towards ICT in language learning? 75 Research Question 2: Is there any relationship between student's use of technology and gender ? 76 Research Question 3: As People get older, do their attitudes related to using technology change? 77 Implications 78 Suggestions for Further Research 79 REFERENCES 80 APPENDICES 85
'Abstract The major purpose of this study is to analyze the effectiveness of ICT in improving the quality of learning English by finding out the students' attitudes to the ICT in North Cyprus. The data was gathered through an attitude questionnaire prepared by the researcher considering technological devices used in class. The survey method was used in this study. Data gathered was analyzed by using SPSS program. Quantitative data obtained from the questionnaire and qualitative data obtained from open ended questions in the questionnaire and the interviews were analyzed to investigate participants' attitudes. This study involves the results of an attitudes questionnaire administered to male and female students in North Cyprus, in the spring term of the 2010-2011 academic year, about their attitudes and perceptions related to the use of ICT in language education. This research involves two different groups in North Cyprus. The first group consisted of students at Cyprus International University in Nicosia and the second group consisted of language learners from a course called Varoğlu Dershanesi. A hundred participants were selected randomly, 43 female participants (N=43) and 57 male participants (N=57) took part in this research. The findings revealed that there is a strong tendency towards using ICT in language learning, there is no significant difference between age and attitudes towards using technology in language learning, there is no statistically difference between the use of technology and gender. Keywords: ICT, technology, tendency, computer, language learning Özet Bu araştırmanın temel amacı Kuzey Kıbrıs'taki öğrencilerin Bilgi iletişim Teknolojisine (BİT) yönelik tutumlarını bularak İngilizce öğrenme kalitesini artırmada BİT'nin etkisini analiz etmekti. Veri araştırmacı tarafından sınıfta teknolojik aletlerin kullanımını dikkate alarak hazırlanan bir tutum anketi vasıtası ile elde edildi. Bu çalışmada anket yöntemi kullanıldı. Elde edilen very SPSS program kullanarak analiz edildi. Anketten elde edilen nicel veri ve anketteki açık uçlu soru ile görüşmeden elde edilen nitel veri katılımcıların tutumlarını ölçmek için analiz edildi. Bu çalışma 2010-2011 akademik yılı bahar döneminde Kuzey Kıbrısta erkek ve kadın öğrencilere uygulanan eğitimde BİT kullanımı ile ilgili tutum ve algıları ile ilgili anket sonuçlarını içermektedir. Bu çalışma Kuzey Kıbrıs'ta iki farklı grubu kapsadı. İlk grup Uluslararası Kıbrıs Üniversitesi öğrencilerinden meydana geldi ve ikinci grup Varoğlu Dershanesi'nde dil öğrenenlerden oluştu. Yüz öğrenci rastgele seçildi, 43 bayan 57 erkek katılımcı bu araştırmaya katıldı. Sonuçlar dil öğreniminde BİT kullanımına yönelik güçlü bir eğilim olduğunu göstermektedir. Dil öğrenmede teknoloji kullanımına yönelik tutum ile yaş arasında ve teknoloji kullanımı ile cinsiyet arasında istatiksel açıdan anlamlı bir fark bulunmamıştır. Anahtar kelimeler: BİT, teknoloji, eğilim, bilgisayar, dil öğrenimi. '