AU  - Atak, Gülberk
AU  - Supervisor:  Demirel, Özcan
TI  - The role of information and communication technology (ICT) in lifelong language learning
PY  - 2012///
CY  - Nicosia
PB  - Cyprus International University
KW  - Tendency
KW  - Eğilim
KW  - Language learning
KW  - Dil öğrenimi
N1  - Includes appendixes (85-95 p.); Includes references (80-84 p.); CHAPTER; 1; INTRODUCTION; 1; Background of the Study; 4; Purpose of the Study; 4; Significance of the Study; 5; Definition of Terms; 7; REVIEW OF LITERATURE; 7; Language Learning and Technology; 9; Language Learning and ICT; 11; ICT; 11; Multimedia; 12; The Internet; 12; Mobile Phone; 13; Computer; 14; Benefits and Challanges of Using ICT in language learning; 16; Studies on ICT (From 2000 to 2012); 16; The Impact of Information and Communication Technologies on Pupil Learning and Attainment (Impact 2); 17; Factor that Influence Students' Learning Attitudes Toward Computer Courses; 17; Perceptions of Infromation and Communication Technology among undergraduate management student in Barbados; 18; 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; 19; 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; 20; 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; 22; METHDOLOGY; 22; Overall Design of the Study; 24; Research Questions; 24; Context; 26; Participants; 28; Data Collection Procedure; 29; Data Collection Instruments; 29; Questionnaire; 30; Interview; 31; Procedure of the Study; 31; Data Analysis; 32; Limitations of the Study; 33; RESULTS; 33; Overview of the Chapter; 34; The Findings of the Questionnaire Items; 35; The Personal Characteristics of the Participants; 38; Attitudes towrads learning English through computer; 40; Attitude towards learning English through technological devices; 42; Which one of the Following is the best choice for you in Language learning?; 44; The Frequency of ICT usage in Langauage  learning; 45; The Relationship Between Language Skills and ICT; 51; The Relationship Between Motivation and ICT; 54; The Relationship Between Languages Learning Materials  and ICT; 56; Self-learning and Self -assessment through ICT; 59; General Tendency Towards Using ICT in Language Learning; 65; Sharing Information Through ICT in Language Learning; 66; The Purpose of Using ICT in Language Learning; 69; The Finding of the Interview; 74; CONCLUSION; 74; Conclusion and Discussion; 75; Research Question 1: What are the Students' attitude towards ICT in language learning?; 76; Research Question 2: Is there any relationship between student's use of technology and gender ?; 77; Research Question 3: As People get older, do their attitudes related to using technology change?; 78; Implications; 79; Suggestions for Further Research; 80; REFERENCES; 85; APPENDICES
N2  - '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. '
ER  -